臺灣博碩士論文加值系統

論文名稱：職業介紹網站輔助英語教學對於學術學程與職業學程學生之英語學習及對未來職業計畫之效益研究
校所組別：國立高雄師範大學英語系碩士班
畢業時間：九十五學年度第二學期
指導教授：張玉玲 博士
研究生： 吳秀蘭

論文摘要:
本研究旨在探討應用「網路輔助職業探索計畫」教學平台(http://210.59.17.8/~t1309/) 於英語課程中，對於南台灣综合高中「學術學程」與「職業學程」學生之英語學習效益及對未來職業生涯規劃的影響。尤其是探討此「網路輔助職業探索計畫」對於提升學生的網路英語閱讀理解能力的效果，進而研究受試者對於運用職業介紹網站輔助英語學習的回應。
本研究的實驗對象是七十位台南縣國立曾文農工的综合高中部二年級的學生。其中三十位主修「學術學程」，另外四十位主修「職業學程」。在六個月的網路輔助職業探索英語課程中，所有受試者必須依序瀏覽六類職業介紹網頁 － 教育類、醫學類、商業類、廣告行銷類、娛樂類及其他等職業，再逐一完成六份「網路輔助職業探索計畫」的學習單。之後利用「網路輔助職業探索計畫」教學網站上之論壇系統，回應六個與職業探索相關的議題，並於每項議題中選擇其中一位同學的意見作回應。在資料分析上，主要針對「學術學程」與「職業學程」學生對於「網路輔助職業探索計畫」的問卷回應做比較分析。最後，將學生對此「網路輔助職業探索計畫」融入英語課程中的回應建議，及在六份學習單上之回應，作質的分析。
本研究的主要發現如下：
一、 「網路輔助職業探索計畫」之實用性提升了「學術學程」與「職業學程」 二組學生對於英語網路資訊主動學習之意願與興趣。
二、 「網路輔助職業探索計畫」增強兩組學生的線上英語閱讀能力。尤其職業學程的學生在參加此研究後對於自己英語閱讀的信心提升；而學術學程的學生對於自己的英語閱讀能力雖然仍不滿意，但藉此計劃有效提升了他們更廣泛閱讀英語資訊的意願。
三、 「網路輔助職業探索計畫」有效幫助兩組學生對未來職業生涯預先做規劃，進而探索學生自己的職業性向，並初步了解目前的就業市場。尤其對於降低職業學程學生的未來求職焦慮感，有顯著效果。
四、 透過回應「網路輔助職業探索計畫」的線上論壇議題，學生對於自己的英語表達能力信心提升。學生尤其肯定線上論壇能增加用英語作雙向溝通的訓練機會。
五、 學生參與此次「網路輔助職業探索計畫」的學習困難主要受限於學生自身的英語字彙能力，對此學生也提供許多寶貴的建議。
根據以上研究結果，本研究者提出三點有關應用職業介紹網站輔助综合高中英語教學的建議：
一、 英語教師可以藉由實用性的職業相關網頁資料，幫助學生做生涯規劃，同時提高學生英語學習的信心及閱讀能力。
二、 英語教師可善加利用學習單的設計，以鼓勵學生主動參與課堂活動，進而幫助學生漸漸了解自己的未來職業導向，作為未來升學或就業的參考。
三、 英語教師可以多加利用英語職業相關網站，訓練學生的英語閱讀能力，並嘉惠學生的未來求學或就業之理想選擇。

ABSTRACT

The purpose of the present study is to investigate the effects of the Web-Based Career Project (WBCP) on comprehensive high school students’ English learning as well as career planning by applying the WBCP platform (http://210.59.17.8/~t1309/). Furthermore, students’ potential career planning and their responses to the WBCP forum issues are explored. Finally, the students’ learning difficulties and suggestions for the WBCP are revealed and discussed.
The subjects of the study were seventy second-year students in a comprehensive high school called National Tzeng-Wen Senior Agricultural and Industrial Vocational School in Tainan County. Thirty of the subjects were academy-oriented (the AOG), and the other forty vocation-oriented (the VOG). During the six-month WBCP curricula, all the subjects were requested to browse the six selected career fields — education, medicine, business, commercial, entertainment, and others. In addition, the subjects had to surf the career-related homepages to finish the six WBCP worksheets. Finally, they were asked to respond to the six WBCP forum issues as well as their classmates’ opinions via the WBCP forum system. In data collection, the student responses to the WBCP questionnaire between the AOG and the VOG were comparatively analyzed quantitatively and qualitatively. Moreover, the student responses to the six WBCP worksheets were analyzed qualitatively. Based on the data analyses, the findings of the study are summarized as follows:
1. The WBCP was effective in stimulating the active learning motivation of both the AOG and VOG in English learning in terms of the student responses to the authenticity of the WBCP.

2. The WBCP was effective in enhancing the AOG’s and the VOG’s online English reading abilities. The English reading content of the WBCP platform was significantly effective in motivating the AOG to read widely, though many of the AOG did not upgrade their English reading confidence after the WBCP. Nevertheless, the WBCP did reinforce the VOG’s self-confidence of English reading.
3. Both the AOG and the VOG responded positively to the effects of the WBCP on their potential career planning and the WBCP was significantly more effective in reducing the anxiety of the VOG in career hunting than that of the AOG. Specifically, the selected career guides, the career-related homepages, the resume samples and the WBCP worksheets were beneficial for the subjects to explore their career orientations as well as to realize recent career markets.
4. Both the AOG and the VOG responded positively to the WBCP forum issues in strengthening their confidence of comprehensive expression in English.
5. The students’ learning difficulties in participating in the WBCP resulted from the students’ limited vocabulary, which hindered the students from comprehending the English homepages thoroughly. In this aspect, the students proposed their suggestions for future application of the WBCP.
Based on the study findings, the researcher suggests that EFL teachers in comprehensive high schools incorporate the authentic web-based career-related materials to make English learning more practical for students. In addition, EFL teachers can implement career-exploration worksheets to help students actively participate in the career planning curricula. What’s more, EFL teachers should make use of the online English career platforms to encourage students to do their career planning in advance and to get abundant English learning resources on-line.

TABLE OF CONTENTS

CHAPTER ONE INTRODUCTION Page
Background and Motivation 1
Purposes of the Study 5
Research Questions 6
Significance of the Study 7
Limitations of the Study 7
Definitions of Terms 8

CHAPTER TWO LITERATURE REVIEW
Comprehensive High Schools in Taiwan 10
Career Exploration for Academic-Oriented Students 12
Career Exploration for Vocation-Oriented Students 13
Learner-Centered Curricula 14
Applications of Learner-Centered Curricula 17
Theme-Based Instruction 19
Features of Theme-Based Instruction 19
Benefits of Theme-Based Instruction 20
Limitations of Theme-Based Instruction 22
Web Technology and EFL Instruction 23
Benefits of Web Technology in EFL Instruction 24
Limitations of Web Technology in EFL Instruction 27
Application of Web Technology in EFL Instruction 29

Web Technology in Career Hunting 31
Benefits of Web Technology in Career Hunting 31
Limitations of Web Technology in Career Hunting 32

CHAPTER THREE METHODOLOGY
Subjects 34
Instruments 35
The Web-Based-Career-Project Teaching Platform 35
Six WBCP Forum Issues 36
The WBCP Guide 41
Six WBCP Worksheets 41
The WBCP Questionnaire 42
Procedures 44
Data Analysis 45

CHAPTER FOUR RESULTS AND DISCUSSIONS
Subject Responses to the Web-Based Career Project on English
Learning 47
A Comparison of the Responses to the WBCP Authenticity
on English Learning between the AOG and the VOG 48
A Comparison of the Responses to the WBCP on Active Learning
Between the AOG and the VOG 50
Subject Responses to Online English Reading in the WBCP 51
A Comparison of the Subject Confidence of English Reading Abilities
Between the AOG and the VOG 52
A Comparison of the Responses to the WBCP on English Reading Abilities Between the AOG and the VOG 54
A Comparison of the Subject Responses to the Reading Content of
the WBCP Between the AOG and the VOG 56
Subject Responses to the WBCP on Potential Career Planning 58
A Comparison of the Responses to the WBCP on Career Exploration Between the AOG and the VOG 58
Subject Responses to Ideal Careers 64 Subject Responses to School Courses on Career Exploration 66
Subject Potential Career Planning 70 A Comparison of the Responses to the Forum Issues on the WBCP Platform Between the AOG and the VOG 73
A Comparison of the Responses to the WBCP Forum Issues Between the AOG and the VOG 74
Ranking of the Subject Responses to the WBCP Forum Issues 75
Subject Difficulties and Suggestions for the WBCP 79
Subject Difficulties in the WBCP 80
Subjects’ Best Gains from the WBCP 82
Subject Suggestions for the WBCP 87

CHAPTER FIVE CONCLUSIONS, IMPLICATIONS AND
SUGGESTIONS
Conclusions 93
Implications 97
Suggestions 99
REFERENCES 101
APPENDIXES
Appendix A A Sample Lesson Plan for WBCP 115
Appendix B A WBCP Guide 118
Appendix C Six WBCP Worksheets 119
Appendix D A WBCP Questionnaire 125
Appendix E Sample Subject Responses to Issues 1, 2, 5 and 6 129
Appendix F Sample Subject Responses to the Six Worksheets 133
Appendix G Reliability of the WBCP Questionnaire 139
Appendix H Validity of the WBCP Questionnaire 143




LIST OF TABLES
Table Page
1. A Comparison of the Responses to the Authenticity of the WBCP
on English Learning Between the AOG and the VOG 48
2. A Comparison of the Subject Responses to the WBCP on Active Learning
Between the AOG and the VOG 50
3. A Comparison of the Confidence of English Reading Abilities
Between the AOG and the VOG 52
4. A Comparison of the Responses to the WBCP on English Reading Abilities Between the AOG and the VOG 54
5. A Comparison of the Subject Responses to the Reading Content of the WBCP Platform Between the AOG and the VOG 57
6. A Comparison of the Responses to the WBCP on Career Exploration
Between the AOG and the VOG 59
7. Ranking of the Subject Preference of the WBCP 62
8. Ranking of the Subject Responses to the Career Media 62
9. A Comparison of the Responses to the WBCP on Career Hunting
Between the AOG and the VOG 63
10. Ranking of the AOG’s Ideal Career Fields 64
11. Ranking of the VOG’s Ideal Career Fields 65
12. Percentage of the AOG to School Courses on Career Exploration 67
13. Percentage of the VOG to School Courses on Career Exploration 68
14. Ranking of the Subject responses to the Qualifications of Career Hunters 69
15. Ranking of the AOG’s Potential Career Planning after Graduating from CHS 70
16. Ranking of the VOG’s Potential Career Planning after Graduating from CHS 72
17. A Comparison of the Responses to the WBCP Forum Issues Between the AOG and the VOG 74
18. Ranking of the Subject Responses to the Six Forum Issues in the WBCP 76
19. Ranking of the Subject Difficulties in the WBCP 80
20. Ranking of the Subject Preference of the WBCP Worksheets 82
21. Ranking of the Benefits of the WBCP Worksheets for the Subjects 83
22. Ranking of the Beneficial Aspects of the WBCP Worksheets for the Subjects 84
23. Ranking of the Subject Best Gains from the WBCP 85
24. Ranking of the Subject Preference of the WBCP Platform 86
25. Ranking of the Subject Suggestions for the Conducting Time of the WBCP 87
26. Subject Suggestions for the Career Guide Topics 88
27. Suggestions for the WBCP Forum Issue Topics 89
28. Ranking of the Subject Suggestions for the Difficulty Level of the WBCP 91











LIST OF FIGURES
Figure Page
1. The statistics of advanced studies of Taiwan CHS students (CHSIW, 2002) 2
2. The homepage of the WBCP 37
3. The login page of the WBCP 38
4. The sample page of career guides of the WBCP 38
5. The sample page of relevant career links of the WBCP 39
6. The sample page of career hunting of the WBCP 39
7. The sample page of the forum of the WBCP 40
8. The sample page of useful links of the WBCP 40
9. The flow chart of the study procedures 44

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