臺灣博碩士論文加值系統

本研究旨在探討臺灣高中生對紙本與數位化英語補充教材使用的偏好。該研究採用調查研究之設計，從為數眾多的參與者取得資料。共有四百三十四位來自二所高中之學生參與研究。其中，一年級、二年級、三年級的學生分別爲一百四十二位、一百六十八位及一百二十四位。研究者採用一份問卷進行資料收集。該問卷分為四大部分，第一部分是參與者的背景資料問卷，第二部分是用於調查參與者使用各電子產品學習英語之頻率與其教材使用偏好之關聯。第三部分是為了瞭解參與者使用過的英語補充教材，第四部分則是調查參與者對紙本與數位化英語補充教材使用的偏好與想法。
本次研究共獲得四項主要結果：第一，不曾有過檢定考試經驗會影響學生偏好使用紙本形式的英語補充教材。第二，越少使用電子產品學習英語的學生會偏好使用紙本形式的補充教材。第三，空中英語教室、大家說英語、文法書、教師自編教材及入學考試練習試題是最多學生使用過的前五項紙本補充教材。而空中英語教室、大家說英語及CNN則是最多學生使用過的前三項數位化補充教材。第四，大多數的學生喜歡使用紙本形式勝過於數位化形式的補充教材，其中主要原因是學生認為使用紙本補充教材有助於提升英語閱讀能力及準備升學考試。最後，本研究針對未來相關研究提出教學應用與建議。

This study aimed to investigate the preferences for printed or digitalized version of English supplementary materials used by senior high school students in Taiwan. A survey research design was adopted to collect data from a large number of participants. A total of 434 students from two regular senior high schools were recruited in this study. Of all the participants, 142 of them were first-year students, 168 of them were second-year students, and 124 of them were third-year students. A four-part questionnaire was employed to collect the data needed. Part I investigates the participants’ background information. Part II examines the relationship between the participants’ frequency of learning English online and their learning preference. Part III identifies the participants’ experience of using English supplementary materials. Part IV explores the participants’ preference for the use of printed version or digitalized version of English supplementary materials.
There were four major results obtained from this study. First, the students who had not taken a proficiency examination before were found to prefer using the printed version of English supplementary materials. Second, the less time the students spent on using electronic devices, the more likely they were to choose to use the printed version of supplementary materials. Third, the top five printed version of supplementary materials used by the students were the Basic Studio Classroom, Let’s Talk in English, grammar books, materials made by the teacher, and entrance exam practice questions. As for the digitalized version of supplementary materials, Studio Classroom, Let''s Talk in English, and CNN were rated the top three. Fourth, the students preferred the printed version of supplementary materials to the digitalized version of supplementary materials. They perceived the usefulness of printed supplementary materials in improving their reading skills and preparing for the entrance examination. Finally, this study proposed pedagogical implications and suggestions for future research.

Table of Contents
Chinese Abstract i
English Abstract ii
Acknowledgement iv
Table of Contents v
List of Tables vii
CHAPTER ONE INTRODUCTION 1
1.1 Background 2
1.2 Purpose of the Study 3
1.3 Significance of the Study 3
1.4 Organization of the Thesis 5
CHAPTER TWO LITERATURE REVIEW 6
2.1 Definitions of Terms 6
2.2 Trends in Language Teaching 7
2.3 Motivation, Interest, and Language Proficiency 10
2.4 Impact of Integrating Technology in the EFL Classroom 12
2.5 Students’ Attitudes and Perceptions about the Types of Learning Materials 14
2.5.1 Comparing Digitalized Texts with Traditional Materials in Vocabulary Learning 15
2.5.2 Perceptions of College Students about the Use of Digitalized Materials 17
2.5.3 Comparing EFL Leaners’ Perceptions toward the Type of Reading Texts 19
2.6 Summary 22
CHAPTER THREE METHODOLOGY 23
3.1 Research Questions 23
3.2 Research Design 24
3.3 Participants 24
3.4 Instrument 25
3.5 Procedures 27
3.6 Data Analysis 28
CHAPTER FOUR DATA ANALYSIS AND RESULTS 29
4.1 Results of the Demographic Information 29
4.2 Analysis of Research Question One 31
4.3 Analysis of Research Question Two 36
CHAPTER FIVE INTERPRETATIONS AND IMPLICATIONS 43
5.1 Interpretations 43
5.1.1 Interpretations of Research Question One 44
5.1.2 Interpretations of Research Question Two 45
5.2 Pedagogical Implications 48
5.3 Limitations of the Study 49
5.4 Suggestions for Future Research 49
5.5 Conclusion 50
References 51
APPENDIX A: English Version of the Questionnaire 56
APPENDIX B: Chinese Version of the Questionnaire 63

List of Tables
Table 3.1 Participants from the Two Senior High Schools 25
Table 4.1 Demographic Information of the Participants 30
Table 4.2 Inferential Analysis of Learner Variables and Supplementary Material Preference 32
Table 4.3 Inferential Analysis of Frequency of Using Electronic Products and Supplementary Material Preference 34
Table 4.4 Participants’ Experience of Using English Supplementary Materials 37
Table 4.5 Top Five Most Frequently Used Printed Version of English Supplementary Materials 37
Table 4.6 Top Three Most Frequently Used Digitalized Version of English Supplementary Materials 38
Table 4.7 Descriptive Statistics of the Participants’ Preference for the Two Versions of English Supplementary Materials 38
Table 4.8 Means, Standard Deviations, Rank of the 22 Items about the Participants’ Preference for the Printed Version of English Supplementary Materials 40
Table 4.9 Means, Standard Deviations, Rank of the 22 Items about the Participants’ Preference for the Digitalized Version of English Supplementary Materials 42

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