臺灣博碩士論文加值系統

本研究主要注重於描述及探討台灣大學生與美國母語人士經由同步與非同步討論與電腦視訊會議來學習英語文之情形。主要目的在於探究使用電腦視訊及其相關科技是否真能輔助語言學習，並瞭解參與學生及老師之觀點。 本研究的研究對象為淡江大學英文系一年級的學生，與美國大學進行之遠距交流，資料收集將包含每次視訊會議的學生回饋、教師意見、研究者會議記錄、線上討論區之互動語料與往來之電子郵件以深入探討本論文之研究問題。 本研究可提供未來遠距語言學習之參考資料，並提供更多值得研究之方向。

This study focused on the intercultural communication between Taiwanese college students and American native English speakers by means of synchronous and asynchronous technologies, such as videoconferencing and online discussion forum.
The researcher investigated the educational value, usefulness, and acceptability of technology-related language learning tools (i.e., online discussion board, videoconferencing), and to what extent these tools facilitated the Taiwanese adult language learners. In addition, the Taiwanese learners’ and instructors’ perceptions of the use of such kinds of instructional tools were also explored. The collected data included pre-and post- videoconferencing activities questionnaires, evaluation sheets after each videoconferencing activity, interview transcripts, video recordings, and the researcher observation journals. The results of this study were fruitful for educators in selecting and evaluating alternative learning tools to facilitate English language learning.

TABLE OF CONTENTS
ABSTRACT (Chinese) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .I
ABSTRACT (English) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .II
ACKNOWLEDGEMENTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .III
TABLE OF CONTENTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .IV
LIST OF FIGURES. . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . VII
LIST OF TABLES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .IX
CHAPTER 1 – Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.1 Statement of the problem. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
1.2 Purpose of the study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
1.3 Significance of the study. . . . . . . . . . . . . . . . . . . . .4
1.4 Research questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
1.5 Definition of terms. . . . . . . . . . . . . . . . . .5

CHAPTER 2 - Literature review. . . . . . . . . . . . . . . . . . .9
2.1 CALL History. . . . . . . . . . . . . . . . . . 9
2.2 Previous Videoconferencing-related Studies. . . . . . . . . . . . . . . . . 11
2.3 Theoretical Perspective in Distance Learning. . . . . . . . . . . . . . . . . .13
2.3.1 Behaviorist perspectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
2.3.2 Constructivist perspectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
2.4 Implications of Different Theoretical Perspective. . . . . . . . . . . . . . . . . . . . . . . . 15
2.4.1 Behaviorist perspectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
2.4.2 Constructivist perspectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
2.5 Computer-Mediated Communication. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
2.6 Intercultural Competency. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
16
2.7 Value Chain Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
17
2.8 Content Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
18
CHAPTER 3 – Methodology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
3.1 Participants. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
3.2 Connection Activity Time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
3.3 Research framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
3.4 Procedure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
3.5 Data collection. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
3.5.1 Pre-and Post-Videoconferencing Activities Questionnaires. . . . . . . . . .28
3.5.2 Evaluation sheets after each videoconferencing activity. . . . . . . . . . . . . . . . 28
3.5.3 Face-to-face interview transcripts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
3.5.4 Video recordings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
3.5.5 Researcher observation journals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
3.6 Data analysis ------------------------------------------------------------------------------ 29
3.6.1 Value Chain Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
3.6.2 Content Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

CHAPTER 4 – Results. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
4.1 Qualitative Results. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
4.1.1 Results from Video Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
4.1.2 Summary of Each session. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
4.2 Electronic Interaction Pattern Findings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
4.3 Results from Interview and open questions of the collected data. . . . . . . . . . . . . 40
4.3.1 Interview questions and summaries of the Taiwanese participants’ responses. . . . . . . . . . . . . . . . 42
4.4 Value of Videoconferencing Technology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
4.5 Perceptions of students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
4.5.1 Positive Aspect. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
4.5.2 Negative Aspect. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
4.6 Perceptions of instructors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
4.6.1 Positive Aspect. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
4.6.2 Negative Aspect. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
4.7 Quantitative Results. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
4.7.1 Quantitative Results of the Pre-VC activities. . . . . . . . . . . . . . . . . . . . . . . . 46
4.7.2 Results of Post-Videoconferencing Activities. . . . . . . . . . . . . . . . . . . . . . . . 51
4.7.3 Results of 6 Sessions of the Each-session Evaluation Form. . . . . . . . . . . . . 56

CHAPTER 5 – Discussion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
5.1 Main findings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
5.2 Evaluation of the Research Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
5.2.1 Content. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
5.2.1.1 Content analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
5.2.2 Software. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
5.2.3 Fleshware. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
5.2.4 Hardware. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
5.2.5 Educational Users. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
5.3 Answers to the Research Questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
5.4 Limitations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
5.5 Implications. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
5.5.1 Implications for Future Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
5.5.2 Implications for Educational practice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

REFERENCES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Appendix A Each-session Questionnaire每堂視訊連線活動問卷. . . . . . . . . . . . . . 75
Appendix B Pre-Videoconferencing Questionnaire視訊連線活動前問卷調查. . . . 77
Appendix C Post-Videoconferencing Questionnaire視訊連線活動後問卷調查. . . 82
Appendix D Results of 6 sessions of the Each-session Evaluation Forum. . . . . . . . 87
Appendix E Screenshots of Course Web and Guidelines of registering the Online Forum. . . . . .99

I. LIST OF FIGURES
Figure 2.1 Triangular relationship of the linguistic communication. . . . . . . . . . . . . . 10
Figure 2.2 Computer-Mediated Communications model. . . . . . . . . . . . . . . . . . . . . . .12
Figure 2.3 Model of Porter’s Value Chain. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
Figure 3.1 Distance Classroom Configuration Map. . . . . . . . . . . . . . . . . . . . . . . . . . .22
Figure 3.2 Industry Competitive Forces. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
Figure 3.3 Online distance teaching value system and market map. . . . . . . . . . . . . . 25
Figure 3.4 Developing competitive advantages. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
Figure 3.5 the research framework of this study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Figure 4.1 Videoconferencing Activity Graph for Week 1. . . . . . . . . . . . . . . . . . . . . 38
Figure 4.2 Videoconferencing Activity Graph for Week 2. . . . . . . . . . . . . . . . . . . . . 39
Figure 4.3 Distance Language Learning through Videoconferencing. . . . . . . . . . . . . 48
Figure 4.4 Keeping Pen Pals By E-mail. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48
Figure 4.5 Surfing Various English Learning Websites. . . . . . . . . . . . . . . . . . . . . . . .49
Figure 4.6 Instant Messaging (like MSN Messenger) . . . . . . . . . . . . . . . . . . . . . . . . 49
Figure 4.7 I expect the distance learning this semester to be helpful . . . . . . . . . . . . . 50

Figure 4.8 the Curriculum of the English learning including cultural issues of English speaking countries can be helpful . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Figure 4.9 After the VC activities, I have more confidence to speak with native speakers. .52
Figure 4.10 We have good interaction in the VC activities. . . . . . . . . . . . . . . . . . . . . 52
Figure 4.11 I am more motivated to learn English. . . . . . . . . . . . . . . . . . . . . . . . . . . .53
Figure 4.12 VC activities can improve my English speaking ability. . . . . . . . . . . . . .54
Figure 4.13 I have more understanding about the American culture. . . . . . . . . . . . . .54
Figure 4.14 I have more understanding about the cross-cultural difference. . . . . . . . 55
Figure 4.15 After all the sessions, I consider the VC activities helpful to learn English . . . . . . . . . . . . . . 55
Figure 4.16 Before class, I make preparation for the VC activity (Session 1) . . . . . 87
Figure 4.17 Before class, I make preparation for the VC activity (Session 2) . . . . . 87
Figure 4.18 Before class, I make preparation for the VC activity (Session 3) . . . . . 88
Figure 4.19 Before class, I make preparation for the VC activity (Session 4) . . . . . 88
Figure 4.20 Before class, I make preparation for the VC activity (Session 5) . . . . . 89
Figure 4.21 Before class, I make preparation for the VC activity (Session 6) . . . . . 89
Figure 4.22 During class, I actively participate in every activity this session (Session1) . . 90
Figure 4.23 During class, I actively participate in every activity this session (Session2) . . 90
Figure 4.24 During class, I actively participate in every activity this session (Session3) . . 91
Figure 4.25 During class, I actively participate in every activity this session (Session4) . . 91
Figure 4.26 During class, I actively participate in every activity this session (Session5) . . 92
Figure 4.27 During class, I actively participate in every activity this session (Session6) . . 92
Figure 4.28 After class, I will express more ideas through the online discussion forum. (Session 1) .93
Figure 4.29 After class, I will express more ideas through the online discussion forum. (Session 2) .93
Figure 4.30 After class, I will express more ideas through the online discussion forum. (Session 3) .94
Figure 4.31 After class, I will express more ideas through the online discussion forum. (Session 4) .94
Figure 4.32 After class, I will express more ideas through the online discussion forum. (Session 5) .95
Figure 4.33 After class, I will express more ideas through the online discussion forum. (Session 6) .95
Figure 4.34 As a whole, I think I gain a lot in this session (Session 1) . . . . . . . . . . 96
Figure 4.35 As a whole, I think I gain a lot in this session (Session 2) . . . . . . . . . . 96
Figure 4.36 As a whole, I think I gain a lot in this session (Session 3) . . . . . . . . . . 97
Figure 4.37 As a whole, I think I gain a lot in this session (Session 4) . . . . . . . . . . 97
Figure 4.38 As a whole, I think I gain a lot in this session (Session 5) . . . . . . . . . . 98
Figure 4.39 As a whole, I think I gain a lot in this session (Session 6) . . . . . . . . . . 98

LIST OF TABLES
Table 2.1 Characterization of VC, AC, and CMC. . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Table 3.1 Topics in each session. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Table 3.2 List of the data source, design and analysis of all collected data. . . . . . . . .29
Table 4.1 Reasons to lean English. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47
Table 4.2 Which method do you think is better. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47
Table 5.1 Evaluation of the Research Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

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