運用手機應用程式Kahoot於英語為外語之台灣大學生 在文法學習的成就研究

The Effects of Using the Kahoot App on Taiwanese EFL Students’ Grammar Learning at University Level

施昀蓉(Yun-Jung Shih)

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(2020年)

摘要

以往的手機應用程式運用於語言學習之相關研究多數強調英語為外語的閱讀及單字學習之成效，甚少提及將其運用在文法學習上。因此，本研究的目的主要探討手機應用程式Kahoot運用於課堂中是否能增加在英語為外語大學生的文法學習動機、態度及成效。本研究採用行動研究法於大一新生之英文文法課程，為期一個學期，參與者為56位就讀於台灣某中部科技大學應用英語系夜間部的大一學生。量化資料由期初與期末的前後測、每週Kahoot隨堂考和期末問卷中蒐集，由量化資料顯示學生的後測成績遠高於前測成績，反映出應用Kahoot複習學生文法確實大有幫助。另外，質化資料則從課室觀察、半結構式訪談和期末問卷的開放式問題取得。研究結果顯示應用Kahoot在以英語為外語的台灣夜間部大學生文法學習上，對於他們的學習動機、學習態度以及學習表現都有正面的成效。

關鍵字

成效 ； 態度 ； 動機 ； 以英語為外語 ； 文法 ； 行動學習 ； Kahoot

並列摘要

Many previous studies have highlighted the effectiveness of implementing mobile Apps for EFL reading and vocabulary, but not on grammar. The purpose of this study was to investigate whether learning grammar through Kahoot App enhanced EFL university students’ learning motivation, attitude and, performance. An action study was conducted in a freshman English grammar course for one semester. The participants were 56 night school freshmen who majored in an Applied English Department enrolling at a university located in central Taiwan. Quantitative data was collected from pretest and posttest scores, Kahoot quizzes, and an End-of-Term survey. The results showed that the scores of students’ posttest were much higher than pretest, reflecting the fact that applying Kahoot for reviewing grammar was significantly helpful. Furthermore, qualitative data was collected from classroom observation, semi-structured interviews and open-ended questions of the End-of-Term survey. The findings revealed that Taiwan EFL night school students at university level positively enhanced their learning motivation, attitude, and performance via Kahoot on grammar learning.

並列關鍵字

Performance ； Attitude ； Motivation ； EFL ； Grammar ； M-learning ； Kahoot

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