本研究旨在探討英語閱讀教學後,以學生命題為基礎,採用傳統紙筆測驗與Kahoot網路平台測驗對學生的英語閱讀理解表現與態度之影響,其中態度包括學習動機及學習滿意度。實驗對象為研究者任教國中的32位八年級學生,其中男生13位、女生19位,進行為期八週的實驗教學,學習單元為翰林版第三冊單元八和單元九及第四冊第一課單元一的教材內容。研究過程以量化資料輔以質性資料分析,在實驗教學後,以「英語閱讀成就測驗」、「英語閱讀學習動機量表」及「英語閱讀學習滿意度量表」進行施測,並將測驗成績以SPSS電腦套裝軟體計算,進行相依樣本t檢定;質性資料分析則以「學生訪談」與「教師觀察」,分別從學生感想及以教師的角度記錄學習狀況和教學情形,作為日後教學改善和建議的依據。 依據以上資料分析,研究結果分述如下: 一、使用Kahoot網路平台測驗,有助於提升學生的英語閱讀學習成效。 二、使用Kahoot網路平台測驗,有助於提升學生的英語閱讀學習動機。 三、使用Kahoot網路平台測驗,有助於提升學生的英語閱讀學習滿意度。 四、學生對於教師使用Kahoot網路平台融入英語閱讀測驗多持正向積極的看法。 1. 學生給予Kahoot網路平台豐富的音效及個人排行榜等功能高度肯定。 2. 學生希望教師能多使用Kahoot網路平台測驗取代傳統紙筆測驗。 3. 學生期望教師日後繼續在課堂上使用Kahoot網路平台融入英語閱讀測驗。 研究者根據以上研究結果提出建議及改進方式,以提供未來教學及研究上的參考依據。
The purpose of this study was to investigate the effects of Paper-based Test and Kahoot Test on Students’ English Reading Performance and Attitude Based on Students’ Question-Posing and English learning motivation and satisfaction are included in the attitude. The experimental design was adopted with 32 students of eighth-graders in Yunlin County and an eight-week teaching experiment was conducted. The research gathered the quantitative and qualitative data. The English reading achievement test, the English reading learning motivation questionnaire and the English reading learning satisfaction questionnaire were adopted as the instruments of analysis after the experiment. The data were analyzed with statistical methods of Dependent-Samples T Tests by using SPSS for Windows. The qualitative data analysis of students’ feedbacks and instructor’s observations was also adopted to give further suggestions on the teaching of English reading in the future. The main findings of this study are summarized as the following: 1. Using Kahoot integrated into English reading comprehension can improve junior high school students’ reading performance. 2. Using Kahoot integrated into English reading comprehension can improve junior high school students’ reading motivation. 3. Using Kahoot integrated into English reading comprehension can improve junior high school students’ reading satisfaction. 4. The perspectives and suggestions of students on using Kahoot to assist English reading comprehension included: (a) Participants have positive attitudes toward various sounds and personal ranking of Kahoot integrated into English reading comprehension. (b) Participants wish the teacher can use Kahoot integrated into English reading comprehension more frequently instead of the traditional way. (c) Participants wish the teacher can keep using Kahoot integrated into English reading comprehension in the future.