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Table of Contents
Abstract (Chinese) i
Abstract (English) ii
Acknowledgements iv
Table of Contents v
List of Tables x
List of Figures xiii
CHAPTER ONE INTRODUCTION 1
1.1 Background and Motivation 1
1.2 Main Functions of LiveABC 3
1.2.1 Video Learning Mode 4
1.2.2 Text-based Learning Mode 5
1.2.3 Testing Mode 6
1.3 Purpose of the Study 7
1.4 Definition of Terms 7
CHAPTER TWO LITERATURE REVIEW 9
2.1 Vocabulary Learning and E-Learning 9
2.2 Communicative Language Teaching and Blended Learning 11
2.3 E-book and Animation 12
2.4 Paradigm Shifts: From Paper-based Instruction to Blended Learning, and From Teacher-centered Instruction to Learner-centered Instruction 14
2.4.1 From Paper-based Instruction to Blended Learning 14
2.4.2 From Teacher-centered Instruction to Learner-centered Instruction 15
2.5 Interactivity and Interactions 18
2.5.1 Teacher-to-Learner Interactions 21
2.5.2 Individual Learner / Group Learners to LiveABC Interface Interactions 21
2.5.3 Interactions among the Learners in the Same Group 22
2.6 Self-efficacy ＆ Self-regulated Learning 22
2.6.1 Self-efficacy 22
2.6.2 Self-regulated Learning 25
Summary 28
Research Questions 29
CHAPTER THREE METHODOLOGY 31
3.1 Action Research 31
3.1.1 Researcher as the Teacher 33
3.2 Research Site 34
3.3 Participants 34
3.4 Research Instruments 37
3.4.1. Instructional Material – LiveABC-driven Lessons 37
3.4.2. Teaching and Learning Devices 38
3.4.3. Evaluation Tools 39
3.5 The Research Procedure 44
3.5.1 The Flow Chart 44
3.5.2 The Research Period 46
3.5.3 The Learning Process of Each Unit 47
3.6 Data Collection and Analyses 51
3.6.1 Data Collection 51
3.6.2 Quantitative Data Analysis 52
3.6.3 Qualitative Data Analysis 52
CHAPTER FOUR RESEARCH FINDINGS AND RESULTS 54
Overview 54
4.1 The Learning Effects of LiveABC for the students in Class 602 55
RQ-1. Did the LiveABC Users in Class 602 Make Progress After Taking the LiveABC-based Lessons? 55
4.2 The Detailed Analyses of the LiveABC Users’ Learning Effects After the LiveABC Instruction 56
RQ-2A. To what extent did the students improve in the vocabulary listening comprehension section, the vocabulary meaning comprehension section, and the reading comprehension section? 56
RQ-2B. What are the Differences Among the High-, Intermediate- and Low-EPL Participants in Terms of Their Learning Effects? 58
RQ-2C. To What Extent Did the Three EPL Groups (High-, Intermediate-, and Low-EPL) Improve in the Vocabulary Listening Comprehension Test, the Vocabulary Meaning Comprehension Test, and the Reading Comprehension Test? 61
4.3 The Participants’ Perceptions Toward Self-regulated Learning and the Use of LiveABC 69
RQ-3A. What Were the Participants’ Perceptions Toward SRL? 69
RQ-3B. What Were the Participants’ Perceptions Toward the Use of LiveABC? 71
4.4 The Interviewees’ Feedback and Reflections upon the Use of LiveABC 73
RQ 4. What Were the Reflections of the Interviewees upon the Use of LiveABC? 73
4.4.1 What Functions in LiveABC Do You Like the Best (List at Least Two)? Why? 73
4.4.2 What Are the Advantages of LiveABC (List at Least Two)? 74
4.4.3 What are the Disadvantages of LiveABC? 76
4.4.4 What Kind of Competence Did You Improve Most (VLC, VMC, or RC)? 77
4.4.5 In Your Opinion, What Kind of Learning Activity (VLC, VMC, or RC) was Insufficient for You? Why? 78
4.4.6 Do You Have Any Suggestions or Reflections on the LiveABC-based Lessons? Why? 79
4.5 The Researcher’s In-class Observations 80
4.5.1 The Researcher’s Daily Observations and In-class Photos 81
4.5.2 The Teacher’s Notes Based on the Video Clips and In-class Photos 85
CHAPTER FIVE DISCUSSION, RECOMMENDATIONS, AND CONCLUSIONS 93
5.1 Discussion of the Research Questions 93
5.1.1 Discussion of Research Question 1 and 2 93
5.1.2 Discussion of Research Question 3 100
5.1.3 Discussion of Research Question 4 108
5.2 Limitation of the Study 114
5.2.1 The Time Limit 114
5.2.2 The Scale and Scope of this Study 115
5.2.3 The Focus on the Participants’ Language Competence 115
5.3 Implications for Future Research 116
5.4 Conclusion 117
5.4.1 The Effects of LiveABC on the Participants’ Learning Performances 118
5.4.2 The Participants’ Perceptions and Responses toward the LiveABC-based lessons 119
References 123
Appendix A The Consent Form 135
Appendix B The Questionnaires 136
Appendix C The Pre-test and Post-test 139
Appendix D The Worksheet of “Making an Appointment and Signing in” 142
Appendix E The Worksheet of “Peeling a Couch Potato off the Couch” 143
Appendix F The Worksheet of “Worried” 144
Appendix G The Worksheet of “Talking about the Future” 145
Appendix H Interview Questions 146
Appendix I Letter of Authorization 147
List of Tables
Table 2.1 The Differences in Teacher Roles in the Conventional Educational Context and Blended Learning Environment 16
Table 3.1 The Participants’ Extra-curricular English Learning Experiences in Cram Schools 35
Table 3.2 Comparisons between the Conventional Classroom Context and the LiveABC-driven Context 38
Table 3.3 Overall Research Period 46
Table 3.4 The Learning Process of Each Unit 47
Table 4.1 The Paired Samples T-test Results of the Pre- and Post-tests 56
Table 4.2 The Paired Samples T-test Results of the Improvement in the VLC, VMC, and RC Tests 57
Table 4.3 The Paired Samples T-test Results of the Improvement of the High-, Intermediate-, and Low-EPL Participants 59
Table 4.4 The ANCOVA Results of the Post-test Scores of the High-, Intermediate-, and Low-EPL Participants 61
Table 4.5 The Paired Samples T-test Results of the Improvement of the High-, Intermediate-, and Low-EPL Participants in the VLC Test 62
Table 4.6 The ANCOVA Results of the Post-test Scores of the High-, Intermediate-, and Low-EPL Participants in the VLC Section 64
Table 4.7 The Paired Samples T-test Results of the Improvement of the High-, Intermediate-, and Low-EPL Participants in the VMC Test 64
Table 4.8 The ANCOVA Results of the Post-test Scores of the High-, Intermediate-, and Low-EPL Participants in the VMC Section 66
Table 4.9 The Paired Samples T-test Results of the Improvement of the High-, Intermediate-, and Low-EPL Participants in the RC Test 67
Table 4.10 The ANCOVA Results of the Post-test Scores of the High-, Intermediate-, and Low-EPL Participants in the RC Section 69
Table 4.11 The Paired Samples T-test Results for the SRL Scale 70
Table 4.12 The Paired Samples T-test Results of the LiveABC Scale 72
Table 4.13 The Interviewees’ Responses to the First Interview Question 74
Table 4.14 The Interviewees’ Responses to the Second Interview Question 75
Table 4.15 The Interviewees’ Responses to the Third Interview Question 76
Table 4.16 The Interviewees’ Responses to the Fourth Interview Question 77
Table 4.17 The Interviewees’ Responses to the Fifth Interview Question 78
Table 4.18 The Interviewees’ Responses to the Sixth Interview Question 79
Table 5.1 Research Question 2 - The Detailed Analyses of the LiveABC Users’ Learning Effects after the LiveABC Instruction 94
Table 5.2 The Participants’ Mean Scores in the Three Test Sections 95
Table 5.3 The Mean Scores of the High-, Intermediate-, and Low-EPL Participants 97
Table 5.4 The Mean Scores of the High-, Intermediate-, and Low-EPL Participants in the VLC, VMC, and RC tests 99
Table 5.5 Items 01, 02, 10, 11, and 12 in the SRL Scale 101
Table 5.6 Items 03, 04, 05, 07, 08, 09, 13, and 14 in the SRL Scale 103
Table 5.7 Items 06 and 15 in the SRL Scale 104
Table 5.8 Items 01, 02, 03, 04 and 06 in the LiveABC Scale 105
Table 5.9 Items 09, 10 and 11 in the LiveABC Scale 106
Table 5.10 Items 12 and 13 in the LiveABC Scale 106
Table 5.11 Items 05, 07, 08 and 14 in the LiveABC Scale 107
Table 5.12 Items 15 in the LiveABC Scale 108
Table 5.13 The Interview Questions 108
List of Figures
Figure 1.1 Different Learning Sections on LiveABC 3
Figure 1.2 Video Learning Mode 4
Figure 1.3 Text-based Learning Mode 5
Figure 1.4 Testing Mode 6
Figure 2.1 Changes in the Role of the Teacher in the LiveABC-driven Lessons 16
Figure 2.2 Model of Interactivity When Using LiveABC (adapted from Muirhead ＆ Juwah, 2004) 20
Figure 2.3 The Personal, Behavioral, and Environmental Influences of the Social Cognitive Model (adapted from Wang ＆ Wu, 2008) 24
Figure 2.4 A Model of the LiveABC-driven Self-regulated Learning (adapted from Boom et al., 2007) 26
Figure 3.1 The Flow Chart of the Experimental Procedure 45
Figure 4.1 The Group Members in Group 9 and 10 83
Figure 4.2 The Group Members in Group 5 83
Figure 4.3 S21was the Most Diligent Low-EPL Participant 85
Figure 4.4 The Participants were Looking up the Meanings of the New Words 87
Figure 4.5 The Participants were Reading the New Words Altogether 87
Figure 4.6 The Standing Participants were Ready to Pronounce the Given Words 89
Figure 4.7 The Researcher Walked Around to Solve the Learners’ Problems 90
Figure 4.8 S30 Concentrated on the Content 91
Figure 4.9 The Participants were Reviewing the Course Content 92
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