影片標註聽力學習系統輔以遊戲化激勵機制增進學習者聽力學習認知策略

A Video Annotation Listening Learning System with a Gamified Incentive Mechanism to Improve Learners’ Metacognitive Strategies in Listening Learning

林宛儀(Lin Wan-Yi)

指導教授 ： 陳志銘

國立政治大學/文學院/圖書資訊與檔案學研究所/碩士(2022年)

https://doi.org/10.6814/NCCU202200240

摘要

隨著全球化的發展，英語已是全世界最廣泛被使用的語言。台灣學生雖然從小學開始學習英語，但長期忽略英語聽力技巧的培養，導致難以將所學英語應用在日常生活之中。目前，以英語為第二語言的電腦輔助英語學習的研究仍然不多。因此，本研究在「不具遊戲激勵機制之影片標註聽力學習系統」上，進一步加入遊戲機制，建置「具遊戲激勵機制之影片標註聽力學習系統」，輔助英語為第二外語學習者，希望透過基於排行榜之遊戲激勵機制輔以進行英文聽力學習，激勵以英文為第二外語學習者的聽力學習策略運用，進而提升其英文聽力學習成效。同時，探究「高低不同模糊容忍度」及「高低不同學習保留成效」學習者使用「具遊戲激勵機制之影片標註聽力學習系統」，在輔以聽力學習的學習行為差異。
　　本研究採用真實驗研究法，募集以英語為第二外語之在台灣就讀大專院校大學生，共20 名為研究對象，將其中的10名隨機分派為使用「具影片字彙標註機制之遊戲式英語學習系統」的實驗組，以及剩餘10名隨機分派為使用「不具遊戲激勵機制之影片標註聽力學習系統」的控制組，並進行為期三週的實驗，其中兩組學習者所使用的影片教材與學習時間皆相同，以比較兩組學習者在英文聽力學習成效、英文聽力學習保留、學習滿意度，以及學習行為上的差異，並根據訪談資料提出相關教學實施與系統改善建議，以及未來研究方向。
　　結果發現，相較於採用「不具遊戲激勵機制之影片標註聽力學習系統」，採用「具遊戲激勵機制之影片標註聽力學習系統」具有顯著較高的英文聽力字彙與聽力理解學習保留。此外，根據行為分析顯示，採用「具遊戲激勵機制之影片標註聽力學習系統」輔以英語學習，可以促進低模糊容忍度學習者更善用由下而上及由上而下兩種不同的聽力策略進行有效的學習。換句話說，本研究證明「具遊戲激勵機制之影片標註聽力學習系統」能有效提升學習者之聽力字彙與聽力理解的學習保留成效，且可以促進低模糊容忍度學習者更善用系統輔助功能，提升認知策略的運用。

關鍵字

以英語為第二外語、電腦輔助語言學習、遊戲化 ； 電腦輔助語言學習 ； 遊戲化 ； 遊戲化學習 ； 影片字彙標註機制 ； 英語語言學習 ； 英文聽力字彙 ； 英文聽力理解 ； 學習行為

並列摘要

With the development of globalization, English has become the most widely spoken language in the world. Although students in Taiwan have been learning English since elementary school, their development of English listening skills has been neglected for a long time, making it difficult to apply their English in everyday life. Currently, here are still few studies on computer-assisted English learning with English as a second language. Therefore, this study adds a game mechanism to the "Video Annotated Listening Learning System (VALLS)" and builds a "Video Annotated Listening Learning System with a Gamified Incentive Mechanism (VALLS-GIM)" to assist English as a Second Language (ESL) learners. It is hoped that through the game mechanism based on a leaderboard, ESL learners would be motivated to use appropriate listening learning strategies so that their English listening learning effectiveness could be enhanced. This study also investigated the differences in learning behaviors between learners with "high and low ambiguity tolerance" and "high and low learning retention" when using the VALLS-GIM to assist their listening learning.
This research adopted a true-experimental design. A total of 20 college students who were ESL learners studying in Taiwan were recruited as research participants. Ten of the students were randomly assigned to the experimental group using the VALLS-GIM and the other 10 students were randomly assigned to the control group using VALLS for a three-week experiment. The two groups of learners used the same video learning materials and spent the same learning time to compare the differences in English listening learning effectiveness, English listening learning retention, learning satisfaction, and learning behaviors between the two groups. Also, based on their interview data, suggestions for teaching implementation and system improvement, as well as future research directions were proposed.
The results found that learners who used VALLS-GIM had significantly higher learning retention of English listening vocabulary and listening comprehension than those who used the VALLS. In addition, the behavioral analysis showed that the use of the VALLS-GIM could facilitate low ambiguity tolerance learners to better adopt bottom-up and top-down strategies for effective learning. This study proved that the VALLS-GIM could effectively enhance ESL learners’ learning retention of English listening vocabulary and listening comprehension as well as promote low ambiguity tolerance learners to make better use of the help options and improve their application of cognitive strategies.

並列關鍵字

English as a second language ； Computer-assisted language learning ； Gamification ； Gamified learning ； English language learning ； English listening vocabulary ； English listening comprehension ； Learning behavior

參考文獻

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