臺北市外籍學生使用電腦輔助華語學習現況與意願之研究

Computer-Assisted Learning of Mandarin Chinese: Current Status and Future Intentions of Foreign Students in Taipei

陳纓元(Ying-Yuan Chen)

指導教授 ： 蔡銘修

國立臺北科技大學/人文與社會科學學院/技術及職業教育研究所/碩士(2012年)

摘要

本研究旨在探討臺北市外籍學生使用電腦輔助華語學習現況與意願之情形。研究採調查研究法，以自編問卷調查臺北市157位外籍學生就硬體（桌上型電腦、平板電腦、行動載具與電腦辭典）、學習型態（單機、網路非同步學習與網路同步學習）及學習內容（聽力、口說、閱讀、識字及寫作）之電腦輔助華語學習使用現況與意願等相關資料，有效回收問卷157份。蒐集之資料以描述性統計、t考驗、單因子變異數分析等統計方法進行考驗，研究結論如下：
一、就硬體方面而言，臺北市外籍學生於桌上型電腦之使用現況在偶爾使用以上，於平板電腦之使用現況低於很少使用。在行動載具與電腦辭典之使用現況，因人數分布屬於兩極化，一部分的人使用現況在經常使用以上，另一部分的人之使用現況低於很少使用。在使用意願上，臺北市外籍學生於桌上型電腦、行動載具與電腦辭典之使用意願均在中等程度以上，於平板電腦之使用意願介於低等與中等程度之間。
二、就學習型態與學習內容方面而言，臺北市外籍學生之使用現況均介於很少使用與偶爾使用之間。但在使用意願上，就學習型態方面，臺北市外籍學生之使用意願均介於在低等程度與中等程度之間；就學習內容方面，臺北市外籍學生除了透過電腦輔助方式進行華語口說學習活動之使用意願介於低等程度與中等程度之間外，其餘在聽力、閱讀、寫作、識字之使用意願均介於中等程度與高等程度之間。
三、就臺北市不同性別外籍學生而言，在使用現況上，男性使用行動載具情形高於女性；在使用意願上，男性外籍學生使用桌上型電腦、平板電腦與透過電腦輔助方式進行華語閱讀活動意願均高於女性外籍學生。
四、就臺北市不同年齡外籍學生而言，在使用現況上，不同年齡外籍學生使用行動載具與平板電腦進行華語學習活動有顯著差異；21-25歲外籍學生使用網路同步學習進行華語學習活動高於31歲以上學生；在使用意願上，21-25歲與26-30歲外籍學生透過電腦輔助方式進行華語寫作活動意願高於31歲以上外籍學生。
五、就臺北市不同華語程度外籍學生而言，華語初級程度學生使用電腦輔助方式進行華語寫作學習活動情形高於華語高級程度外籍學生。
六、除了透過桌上型電腦進行華語學習活動之外，臺北市外籍學生在硬體、學習型態及學習內容之使用意願均高於使用現況。

關鍵字

外籍學生 ； 電腦輔助語言學習 ； 華語學習

並列摘要

The purpose of this study was to investigate to what extent are foreign students in Taipei involved in computer-assisted Mandarin Chinese learning, their future intentions of learning Mandarin Chinese via computer technology, and how they differ by their gender, age, and Mandarin language proficiency.
This study adopted the method of questionnaire survey. A questionnaire of computer assisted language learning (CALL) of Mandarin Chinese was designed to include three dimensions: hardware (desktop, mobile device, tablet PC, and electronic dictionary), learning mode (PC, asynchronous online learning, synchronous online learning), and learning content (listening, speaking, reading, word recognition, and writing). A total number of 157 foreign students in Taipei filled out the questionnaire. Descriptive statistical analysis, t-test, and one-way ANOVA were conducted. The main research findings are as follows:
1. In terms of hardware, foreign students in Taipei reported that they use desktop computers more than occasionally, but they rarely use tablet PC. The results of the reported use of mobile devices and electronic dictionaries are polarized, with some using these devices more frequently and others rarely used them. In terms of willingness to these hardware, foreign students in Taipei indicated that they are moderately in favor of using desktop computers, mobile devices and electronic dictionaries, and less in favor of using Tablet PC (willingness ranging from average to below average).
2. Foreign students in Taipei involved in computer assisted mandarin Chinese learning as analyzed by learning content and learning mode ranged from occasional involvement to rarely involved. Their willingness to engage in CALL via different learning models ranged from medium to low. In terms of learning content, although their willingness to learn to speak Chinese via CALL ranged from medium to low, they reported that they have medium to high willingness to learning Chinese listening, reading, writing and vocabulary via CALL.
3. The current status of learning Chinese via CALL by gender is that male students use mobile devices more frequently than female students; in terms of Willingness to use these hardware by gender, foreign male students are more willing to use desktop computer and tablet PCs, and to engage in computer-assisted mandarin reading activities than foreign female students.
4. There was a significant difference in terms of using mobile devices and tablet PC in learning Chinese by different age groups; there were more 21-25 year-old foreign students using synchronous online learning of Chinese than students 31 and older; In terms of willingness to engage in CALL, 21-25 years old and 26-30 years old foreign students are more willing to learn Chinese writing via CALL than foreign students 31 years and older.
5. The results of students’ involvement in computer assisted Chinese learning by their Chinese language proficiency shows that beginner level Chinese learners are more involved in Chinese writing activities via CALL than advanced level students.
6. Students’ willingness to engage in computer assisted mandarin language learning is reported to be higher than current involvement in terms of all three dimensions, including hardware, learning mode, and learning content; however, there is no difference between students’ current involvement and future intentions in learning Chinese via desktop computer.

並列關鍵字

Foreign Students ； Computer-Assisted Learning of Chinese Language ； Mandarin education

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