科技輔助任務導向語言教學對於自我調整學習之影響：以電腦輔助英語教學課程為例

本研究針對任務導向語言教學（Task-based Language Teaching, TBLT）融入科技輔助，在遊戲化學習的環境下，探討學習者的自我調整學習（Self-regulated Learning, SRL）態度。任務導向教學除了以翻轉教室型態提升學習興趣，亦旨在教學過程中讓學生成為學習中心，進行自主學習，反思人我關係，以強化學習成效，達到課程目標，並以科技輔助強化學習者之間的互動。本研究以科技大學英語系之電腦輔助英語教學課程為例，進行18周的實驗，採用前實驗研究單組前後測對照設計法，課程從英語教學法理論出發，融入遊戲式科技輔助工具，由56位學生分組合作設計遊戲化學習情境，完成期末教學演示任務，利用課堂紀錄、問卷等方式，觀察學生的自我調整學習和對於科技輔助學習的態度。研究結果發現：（1）科技輔助融入任務導向語言學習對於自我調整學習有非常顯著的影響；（2）運用遊戲化工具輔助學習過程的心流體驗也是影響自我調整學習的顯著因子；（3）學生在後測表現進步及問卷訪查呈現科技輔助任務導向語言學習提升對英語教學的認知和自我反思，促進學習行為與策略的改善。透過本研究培育英語教學專業人才進行跨領域之異科結盟，將技術整合到教學，建構教師科技學科教學知識。

關鍵字

任務導向語言教學；科技輔助；自我調整學習

並列摘要

This research focused on the integration of technological assistance into task-based language teaching (TBLT), and explored learners' attitudes towards self-regulated learning (SRL) in a gamified learning environment. Task-based teaching not only promotes learning interest through the flipped teaching method, but also aims to make students the learning center by carrying out self-learning and reflections on the relationship between people and self so as to strengthen the effectiveness of learning and achieve the curriculum objective. This research, taking the computer-assisted English teaching course as an example, conducted an 18-week experiment: Starting from the theory of English teaching methods, bringing in technological aids in a game-based learning environment, students were asked to complete the final teaching demonstration tasks. Classroom observation and questionnaires were employed to observe students' self-regulated learning. The results reveal that the integration of technology assistance into TBLT has a very significant impact on SRL. The flow experience of the gamified learning process was also a significant factor on SRL. It was speculated from students' performance in post-tests and questionnaire that technology assistance in TBLT can enhance students' cognition and interest in English teaching knowledge and skills. This article then put forward conclusions and suggestions based on the research results.

並列關鍵字

task-based language teaching ； technology assistance ； self-regulated learning

參考文獻

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