臺灣博碩士論文加值系統

論文名稱：線上英文補救教學對於低成就學生之英文學習動機
及文法學習之效益研究
校所組別：國立高雄師範大學暑期英語教學碩士班
畢業時間：一百零二學年度第一學期
指導教授：張玉玲 博士
研 究 生：柳怡君

論問摘要：
本研究旨在探討線上英文補救教學對於低成就學生之英文學習動機及文法學習之效益研究。本研究以高雄市鳳林國中三十八位學生為對象。本研究為期十二週，總共包含六個文法單元：Be動詞、名詞、形容詞、祈使句、現在簡單式及過去簡單式。此三十八位學生在線上英文補救教學開始之前需先參加文法能力前測。在每課結束後做學習單的練習及文法能力後測，並於線上補救教學結束後填寫問卷。研究者統計英文文法能力前後測及問卷前後測的結果，利用成對樣本t考驗及描述型統計作量化分析，且針對後測問卷開放式問題之學生回應進行質化分析。
本研究結果摘要如下：
一、在線上英文補救教學課程結束後，學生在英文文法能力前後測上有顯
著差異。由後測增加之平均數判斷，學生在接受線上英文補救教學之
後，在英文文法能力上均有顯著進步。
二、在線上英文補救教學課程結束後，學生在針對英文文法學習方面的回
應上有顯著差異。由後測問卷增加的平均數來看，多數學生認為線上
英文補救教學對於英文文法能力的提升有所幫助。線上英文補救教學
不僅對學生的文法概念的加強有幫助外，大部分學生的閱讀與寫作能
力也有明顯的進步。此外，學生也表示透過線上英文補救教學，學習
英文文法比以前簡單且易懂。
三、在線上英文補救教學課程結束後，學生在針對英文內、外在學習動機
方面的回應上有顯著差異。根據後測增加的平均分數判斷，多數學生
表示線上英文補救教學能有效提升英文學習動機。在內在學習動機方
面，多數學生認為線上英文補救教學對於自信心以及成就感的提升是
有幫助的。至於外在學習動機，多數學生表示學習英文可以幫助他們在
未來找到適合的工作及提升社會競爭力。
四、在線上英文補救教學課程結束後，大部分的學生對線上英文補救教學
的課程設計抱持正面的回應與態度。根據後測增加的平均分數判斷，
多數學生表示，線上英文補救教學的設計對於文法能力及學習動機方
面皆有顯著提升。適當且有趣的課程設計有助於學生清楚地了解文法
概念，例如有趣的情境短劇、重點提示以及文法遊戲等。此外，由於
課程設計的趣味性，學生在學習英文文法上也更為積極。
五、在線上英文補救教學課程結束後，學生表示他們在課程中的收穫包含
了英文文法能力、英文學習動機、學習英文的機會以及師生互動。另
外，學生表示在課程中遭遇的困難有教學影片的設計、英文文法觀念與
網路娛樂。至於建議的部份，學生們希望能增加線上英文補救教學的時
間、改善教學影片的設計以及提高師生互動。
根據以上的研究結果，建議英文教師能將線上英文補救教學融入英文文法教學以提升學生的英文文法能力及英文學習動機。此外，教師在教導學生英文時須平衡線上學習及教師講解的時間，使學生能得到更多教師的回饋。最後，期望線上英文補救教學能幫助學生在提升國中生英文文法與學習動機低落的問題上有所貢獻，並希望此研究能提供線上課程程式設計者在改善英文教學內容上，提供更多的參考意見。

Abstract
The study aims to investigate the effects of the online English remedial program (OERP) on English grammar performance and English learning motivation of junior high school students.
To achieve the purposes, 38 ninth grade students from Fong-Ling Junior High School in Kaohsiung city were recruited in this study. The study conducted for 12 weeks, and the subjects received six units of English grammar, including Be-verb, noun, adjective, imperative, simple present tense, and simple past tense. Before the OERP, the 38 subjects were asked to finish a pretest of English grammar. In addition, the subjects were asked to write worksheets and the post-tests of English grammar after learning each unit. After the OERP, the subjects were asked to answer the post-study questionnaire to investigate their responses to the OERP. Later on, the students’ test scores and their responses to the OERP were computed and compared quantitatively by paired samples t-tests and descriptive statistics. Besides, their gains, difficulties and suggestions for the OERP were analyzed qualitatively. On the basis of the data analysis, the major findings of the study are summarized as follows.
1. There is a significant difference in the students’ English grammar performance after the OERP. From the increased mean scores in the post-tests of English grammar, it shows that the students made obvious progress in their English grammar performance.
2. There are eight significant differences in the student responses to learning of English grammar after the OERP. From the increased mean scores of the student responses in the post-study, it shows that most of the students thought the OERP was helpful to their English grammar performance. In addition, the OERP not only enhanced the students’ concepts of English grammar, but also improved their reading and writing abilities. Furthermore, the students expressed that the OERP helped them to understand English grammar more easily than before.
3. There are eight significant differences in the student responses to English learning motivation, including intrinsic and extrinsic motivation, after the OERP. From the increased mean scores of the student responses, most of the students expressed that the OERP could arouse their English learning motivation effectively. For intrinsic motivation, most of the students expressed that the OERP was helpful to arouse their self-confidence and sense of achievement in learning English. As for extrinsic motivation, most of the students expressed that learning English could help them find a suitable job and enhance their social competitiveness after the OERP.
4. Most of the students showed positive responses to the instructional design of the OERP. From the increased mean scores of the student responses, most of the students expressed that the OERP had positive effects on their English grammar performance and English learning motivation. Specifically, the suitable and interesting instructional design helped the students understand English grammar, such as the situation playlet, highlighting the key words, and grammar games. Furthermore, due to the interesting instructional design of the OERP, most of the students tended to actively learn English grammar.
5. Most of the students expressed their gains, difficulties, and suggestions respectively after the OERP. Specifically, the students’ gains included English grammar performance, English learning motivation, learning opportunities, and teacher-student interaction. In addition, the students had difficulties in videos of grammar, online distractions, and grammar concepts. As for the suggestions for the OERP, the students suggested that teachers could often apply the OERP to teach grammar and increase the student-teacher interaction in English class. Besides, most of the students hoped that the instructional design of the online English remedial platform could be improved according to their interests and needs.
Based on the study findings, it is suggested that English teachers can integrate the OERP into English grammar instruction to enhance students’ English grammar performance and English learning motivation. Next, English teachers can teach students English through a balance between the instructional videos and teacher’s instruction so that students can acquire more feedback from teachers. Hopefully, the OERP can help enhance junior high school students’ English learning motivation and improve their lagging English competence. Last but not least, it is suggested that the present study results can offer the programmers references for improving the instructional design of the English learning platform.

TABLE OF CONTENTS

CHAPTER ONE INTRODUCTION 1
Background and Motivation 1
Purposes of the Study 5
Research Questions 6
Significance of the Study 6
Limitations of the Study 7
Definition of Terms 7

CHAPTER TWO LITERATURE REVIEW 9
Grammar Instruction in EFL Classrooms 9
Importance of Grammar Instruction in EFL Classrooms 10
Development of Grammar Instruction in EFL Classrooms 11
Approaches of Grammar Instruction 14
Remedial Programs for Lower English Achievers 16
Problems of Lower English Achievers 16
Significance of Remedial Programs in Taiwan 18
Remedial Programs for Lower English Achievers 19
Learning Motivation 22
Definition of Learning Motivation 23
Types of Learning Motivation 25
Impacts of English Learning Motivation 27
Courseware and English Remedial Programs 28
Courseware Development in Language Instruction 29
Instructional Design of Courseware 30
Research on Online English Remedial Programs 32

CHAPTER THREE METHODOLOGY 34
Subjects 34
The i-Fun Learning Platform 35
Six Units of English Grammar 39
Instruments 39
The Pretest and Post-tests of English Grammar 40
The Pre-study Questionnaire on the Student Responses to English Grammar Learning and English Learning Motivation 40
A Post-study Questionnaire on the Student Responses to the OERP 41
Study Procedure 42
Data Analysis 44
A Quantitative Analysis 45
A Qualitative Analysis 45

CHAPTER FOUR RESULTS AND CONCLUSION 46
Comparison of English Grammar Performance for the Students Before and After the OERP 46
Comparison of Student Responses to English Grammar Learning Before and After the OERP 47
Comparison of Student Responses to English Learning Motivation Before and After the OERP 51
The Student Responses to the Instructional Design of the OERP 54
The Students’ Gains, Difficulties, and Suggestions for the OERP 58
The Students’ Gains in the OERP 58
The Students’ Difficulties in the OERP 61
The Students’ Suggestions for the OERP 64

CHAPTER FIVE CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS 68
Conclusions 68
Implications 71
Suggestions 73

REFERENCES 75

APPENDIXES 86
Appendix A-1: A Pre-study Questionnaire on the Student Responses to English Grammar Learning and English Learning Motivation (Chinese Version) 86
Appendix A-2: A Post-study Questionnaire on the Student Responses to the OERP (Chinese Version) 88
Appendix A-3: A Pre-study Questionnaire on the Student Responses to English Grammar Learning and English Learning Motivation (English Version) 91
Appendix A-4: A Post-study Questionnaire on the Student Responses to the OERP (English Version) 93
Appendix B: The Pre-test of English Grammar 96
Appendix C: The Post-test of English Grammar 1 98
Appendix D: The Post-test of English Grammar 2 100
Appendix E: The Post-test of English Grammar 3 102
Appendix F: The Post-test of English Grammar 4 104
Appendix G: The Post-test of English Grammar 5 106
Appendix H: The Post-test of English Grammar 6 108
Appendix I: Reliability of the Pre-study Questionnaire on the Student Responses to the OERP 110
Appendix J: Reliability of the Post-study Questionnaire on the Student Responses to the OERP 111
Appendix K: Validity Analysis of the Pre-study Questionnaire on the Student Responses to the OERP 113
Appendix L: Validity Analysis of the Post-study Questionnaire on the Student Responses to the OERP 115
















LIST OF TABLES
Table
1. Comparison of English Grammar Performance for the Students in the Pretest and Post-test 47
2. Comparison of Student Responses to English Grammar Learning Before and After the OERP 49
3. Comparison of Student Responses to English Learning Motivation Before and After the OERP 51
4. The Student Responses to the instructional design of the OERP 54
5. The Students’ Gains in the OERP 60
6. The Students’ Difficulties in the OERP 63
7 The Students’ Suggestions in the OERP 65

Figure
1. Five periods of pedagogical shifts 12
2. Five steps of the remedial instruction 20
3. Three steps of remedial instruction 20
4. A sample welcome page of the i-Fun Learning Platform 35
5. A sample menu page of the i-Fun Learning Platform 35
6. A sample page of a situation playlet on the i-Fun Learning Platform 36
7 A sample page of the teacher’s instruction on the i-Fun Learning Platform 37
8 A sample page of highlighting the key words in the caption on the i-Fun Learning Platform 37
9 A sample page of the word scrambling game on the i-Fun Learning Platform 38
10 A flow chart of the instructional design of the i-Fun Learning Platform 38
11 A flow chart of the study procedures 43

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