APP融入差異化教學對英語學習成效影響之行動研究

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APP融入差異化教學對英語學習成效影響之行動研究

An Action Research on the Effect of APP Integrated into Differentiated Instruction on Students’ English Learning

杜芳儀 , Masters　　Advisor：沈俊毅　　

繁體中文

APP ；差異化教學；學習成效； Application ； Differentiated Instruction ； Learning Effect

Abstract │ Reference (57) │ Altmetrics

Abstract 〈TOP〉

Parallel Abstract 〈TOP〉

Today's digital technology is so ever-changing and popularized that students can contact with plenty of English resources. Students’ learning style is different from the previous impact. The teaching medias are from the picture cards, word cards, computers, Internet to the mobile learning in recent years. The applications of mobile learning are used more and more widely. 
    Researcher found that students thought that the English textbook content is too simple or too difficult to learn in a mixed-ability classrooms. The reasons result in students’ low motivation when learning English in the school. Researcher hope to find and apply an English learning application (App) with different levels for practicing listening, speaking, reading and writing in order to increase the successful experience of students. 
    This study uses the action research method to understand and analyze the effect of APP integrated into differentiated instruction on students’ English learning. This study is based on qualitative analysis, classroom observation and reflection, before and after the test, and attitude scale to understand the changes of students’ English learning effect. 
The major findings of this study were as follows:
I	Integrate APP into differentiated instruction help the class and the low achievement to enhance the learning effect of students.
II	Students’ attitudes toward integrating APP into differentiated instruction were positive.
III	The sufficient 3C equipment and surroundings are the key point for a successful study.
    Based on the results of this study, some suggestions were given for teachers who are interested in integrating APP into differentiated instruction and for further research.

Reference ( 57 ) 〈TOP〉

吳芊芊（2008）。合作學習與英語繪本閱讀對國小學童英語學習之影響。國立臺北教育大學兒童英語教育學系學位論文。
連結：
吳瑞英（2005）。國小三、六年級生語言焦慮與英語口語成就之相關性研究。成功大學外國語文學系碩士在職專班學位論文。
連結：
林宜蓉（2009）。多媒體電子書對英語學習者閱讀態度的影響 (未出版之碩士論文). 國立臺灣師範大學。
連結：
林明妍（2010）。小組共讀分級英語讀本活動對國小學童英語閱讀能力與英語學習態度之影響。國立臺北教育大學兒童英語教育學系英語教育碩士班學位論文。
連結：
洪佑芳（2011）。重複閱讀對台灣國小四年級學童的英語認字能力與閱讀流暢度的影響。國立臺北教育大學兒童英語教育學系英語教育碩士班學位論文。
連結：

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