臺灣博碩士論文加值系統

本研究旨在評鑑三個英語學習網站及提供語言教師和學生一個架構良好的評鑑和選擇應用在課程裡的教學網站之模式。尤其是比較教師對三個英語學習網站的教學設計及介面設計之反應以及學生對三個英語學習網站的教學設計及介面設計之反應。
本研究以高雄市二十一位高中老師和一百三十七位高中學生為研究對象。在資料分析方面，主要是針對老師們和學生們評鑑三個英語學習網站之相關問卷內容差異作比較,並針對老師們和學生們在考慮選擇理想的英語學習網站時的因素，予以量化的分析。
本研究的主要發現如下：
1. 一個好的語言學習網站必須從教學方面和介面方面來考量設計。
2. 老師們對於三個英語學習網站之教學設計和介面設計並沒有比學生們滿意。此外，老師們和學生們對於這三個英語學習網站都既不是完全非常滿意也不是完全非常不滿意。
3. 對於老師們和學生們在選擇理想的英語學習網站時所考慮的因素，可提供英語學習網站設計者一些方向去改善他們的網站。也可以提供老師們和學生們一些判斷的標準去選擇合適的網站。
4. 當學生們在使用英語教學網站時，他們的英語能力〈聽說讀寫〉也會隨之進步。
根據以上結果，本研究有以下的教學建議：
1. 老師們和學生們可以有自己判斷的標準去選擇合適的教學網站。
2. 目前的英語教學網站可以根據使用過的老師們和學生們之建議去改善它們的教學設計和介面設計。
3. 學生可以藉由瀏覽網路上的教學資源增進自己的英語能力。

The purpose of the present study is to evaluate three English learning courseware websites and to provide language teachers and students with a well-structured mode for evaluating and selecting courseware to implement the English curriculum. Specifically, the differences between the teachers’ responses and the students’ responses to the instructional design and the interface design of the three selected courseware are compared by t-tests.
The subjects of this study were twenty-one senior high school English teachers and one hundred and thirty-seven senior high school students in Kaohsiung City. In the data collection, the teachers’ and the students’ answering to questionnaires were compared and analyzed quantitatively. Additionally, one open-ended question concerning the factors for selecting an ideal EFL learning courseware on-line for the teachers and the students was analyzed quantitatively. Based on the data analyses, the findings of the study are summarized as follows:
1. A good language learning website should have strong instructional design and interface design.
2. Neither the teachers nor the students were not satisfied with the instructional design
and the interface design of the three selected courseware in this study. In addition, both the teachers and the students were neither strongly satisfied nor strongly dissatisfied with the instructional design and the interface design of the three selected websites.
3. The factors for selecting an ideal language learning website provided by the teachers
and students can provide the courseware designer with some direction to improve their courseware. Additionally, the factors can provide teachers and students with some criteria for selecting an appropriate website for English instruction.
4. The students’ four English skills had been improved by browsing the web pages in
English.
On the basis of the study finding, three pedagogical implications were conducted as
follows:
1. Providing criteria for selecting an appropriate language learning website.
2. Promoting the quality of presenting language learning websites.
3. Helping students sharpen their English skills by browsing the Internet resource.
The purpose of the present study is to evaluate three English learning courseware websites and to provide language teachers and students with a well-structured mode for evaluating and selecting courseware to implement the English curriculum. Specifically, the differences between the teachers’ responses and the students’ responses to the instructional design and the interface design of the three selected courseware are compared by t-tests.
The subjects of this study were twenty-one senior high school English teachers and one hundred and thirty-seven senior high school students in Kaohsiung City. In the data collection, the teachers’ and the students’ answering to questionnaires were compared and analyzed quantitatively. Additionally, one open-ended question concerning the factors for selecting an ideal EFL learning courseware on-line for the teachers and the students was analyzed quantitatively. Based on the data analyses, the findings of the study are summarized as follows:
1. A good language learning website should have strong instructional design and interface design.
2. Neither the teachers nor the students were not satisfied with the instructional design
and the interface design of the three selected courseware in this study. In addition, both the teachers and the students were neither strongly satisfied nor strongly dissatisfied with the instructional design and the interface design of the three selected websites.
3. The factors for selecting an ideal language learning website provided by the teachers
and students can provide the courseware designer with some direction to improve their courseware. Additionally, the factors can provide teachers and students with some criteria for selecting an appropriate website for English instruction.
4. The students’ four English skills had been improved by browsing the web pages in
English.
On the basis of the study finding, three pedagogical implications were conducted as
follows:
1. Providing criteria for selecting an appropriate language learning website.
2. Promoting the quality of presenting language learning websites.
3. Helping students sharpen their English skills by browsing the Internet resource.

CHAPTER ONE INTRODUCTION
Background and Motivation 1
The Purpose of the Study 6
Research Questions and Hypotheses 7
Definition of Terms 9
Significance of the Study 10
Limitation of the Study 10
CHAPTER TWO REVIEW OF LITERATURE
Natural of Language Acquisition and Learning 12
Computer-Assisted Language Learning 15
On-line English courseware Development 18
English Learning Courseware Evaluation 21
CHAPTER THREE METHODOLOGY
Subjects 34
Instruments 34
Procedures 37
Data Analysis 38
CHAPTER FOUR RESULT AND DISCUSSION
Introduction 39
Comparison of Responses to the Instructional Design of the Three Selected
Courseware for Teachers and Students 39
Responses to the Instructional Design of EZTALK in Terms of
Language Skill Practice for Teachers and Students 39
Responses to the Instructional Design of EZTALK in Terms of
Non-Language Skill Practice for Teachers and Students 42
Responses to the Instructional Design of GOSTUDY in Terms of
Language Skill Practice for Teachers and Student 44
Responses to the Instructional Design of GOSTUDY in Terms of
Non-Language Skill Practice for Teachers and Students 47
Responses to the Instructional Design of SEAL in Terms of
Language Skill Practice for Teachers and Students 49
Responses to the Instructional Design of SEAL in Terms of
Non-Language Skill Practice for Teachers and Students 52
Comparison of Responses to the Interface Design of the Three Selected Courseware for Teachers and Students 54
Responses to the Interface Design of EZTALK in Terms of
Audio-Visual Effects for Teachers and Students 54
Responses to the Interface Design of EZTALK in Terms of
Non-Audio-Visual Effects for Teachers and Students 56
Responses to the Interface Design of GOSTUDY in Terms of
Audio-Visual Effects for Teachers and Students 59
Responses to the Interface Design of GOSTUDY in Terms of
Non-Audio-Visual Effects for Teachers and Students 60
Responses to the Interface Design of SEAL in Terms of
Audio-Visual Effects for Teachers and Students 63
Responses to the Interface Design of SEAL in Terms of
Non-Audio-Visual Effects for Teachers and Students 64
Responses to the Instructional Design of the Three Selected Websites
in Terms of Language Skill Practice for Teachers and Students 68
Responses to the Instructional Design of the Three Selected Websites
in Terms of Language Skill Practice for Teachers and Students 69
Responses to the Interface Design of the Three Selected Websites
in Terms of Audio-Visual Effects for Teachers and Students 70
Responses to the Interface Design of the Three Selected Websites
in Terms of Non-Audio-Visual Effects for Teachers and Students71
Comparison of the Factors For Selecting An Ideal EFL Courseware On-line for Teachers and Students 72
CHAPTER FIVE CONCLUSION, IMPLICATION AND SUGGESTION
Introduction 80
Conclusion 80
Pedagogical Implications 81
Suggestion for Further Research 83

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GOSTUDY: http://english.gostudy.com.tw
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