科技輔助英語課室學習成效研究：以運用行動裝置於YouTube短片製作活動為例

Implementing Mobile Technology Through YouTube Video-making Tasks in an EFL Classroom

劉倪均(Ni-Chun Liu)

指導教授 ： 陳姿青

朝陽科技大學/人文暨社會學院/應用英語系/碩士(2015年)

摘要

建立於行動裝置可以提供學生學習機會，同時也能在任何地方跟教師及同儕互動的基礎上(Cavus & Ibrahim, 2008, 2009; Kukulska-Hulme & Shield, 2008; Nihalani &Mayrath, 2010; Richardson & Lenarcic, 2008; Shih & Mills, 2007)。本研究旨在調查將行動科技融入英語課室學習之成效，藉由YouTube影片製作活動，探究學生對此活動運用之看法和其英語口語學習的成效，看法部份分別以英語口語改善狀況、學習態度和學習動機三相關因素進行深入探討。本研究主要採用行動研究法，以朝陽科技大學58位應用英語系學生為對象，運用手機影片錄製功能，呈現影片製作結果並發佈在YouTube上的方式進行。受試學生於分組後即各自選擇將拍攝的影片主題，每兩週製作一個五分鐘的英語短片。研究數據透過多種管道收集，包含：學期初及學期末托福口說考試(前後測)、YouTube影片、教師課室觀察日誌、與學生之半結構式訪談、學生Facebook回饋及課後問卷。前後測分數以t檢定做分析，問卷內容以敘述性統計做分析，其他質性數據以內容分析法進行分析。量化研究結果顯示學生在口說能力上有顯著的進步，對於課程的學習成效、學習態度及學習動機都相當正面，而質性研究結果顯示學生對於課程有相當高度的期待，在上課過程中也感受到自己口說能力的進步。

關鍵字: 行動科技、影片錄製、口說能力、YouTube、EFL大學生、台灣

關鍵字

YouTube ； 口說能力 ； 影片錄製 ； 行動科技 ； EFL大學生 ； 台灣

並列摘要

This study reported an action research conducted at Chaoyang University in which 58 EFL students used the video recording feature on their cell phones to produce bi-weekly video productions for posting on YouTube. Mobile computing devices can provide educational opportunities for students to access course content, as well as interact with instructors and student colleagues wherever they are located (Cavus & Ibrahim, 2008, 2009; Kukulska-Hulme & Shield, 2008; Nihalani &Mayrath, 2010; Richardson & Lenarcic, 2008; Shih & Mills, 2007). This present study aimed at investigating the effect on the integration of video recording feature into EFL classroom and discussing the students’ perceptions of this YouTube video-making project. During the study period, participants formed groups and produced one 5-minute video on a student-selected topic every two weeks. Data was collected through multiple sources: recordings of pre-and post-course speaking tests, analysis of the YouTube videos of students’ speaking tasks, semi-structured interviews with the students, teachers’ observation logs written by the researchers, Facebook postings as student self-reflection journals, and a written end-of-semester course evaluation survey. The quantitative data was analyzed by descriptive analysis and inferential statistics, and content analysis was performed to analyze qualitative data. The quantitative result reported that students had significantly improvement on speaking ability, and had positive achievement, attitude, and motivation toward video-making project. The qualitative result reported that students thought they were improving on speaking ability, and they had high expectation toward this course. According to quantitative data analysis and qualitative data analysis, this course brought students positive affection, and decreased their anxious on practicing speaking ability.

keywords: Mobile technology, video recording, speaking ability, YouTube, EFL university student, Taiwan

並列關鍵字

EFL university student ； YouTube ； speaking ability ； video recording ； Mobile technology ； Taiwan

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