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研究生:彭嘉璇
研究生(外文):Chia-hsuan Peng
論文名稱:教師與學生對電腦輔助語言教學觀點之個案研究
論文名稱(外文):A Case Study of Teacher’s and Students’ Perspectives on Computer Assisted Language Learning—A Qualitative Inquiry
指導教授:洪銓修洪銓修引用關係王子富王子富引用關係
指導教授(外文):Chuan-Hsiu HungTsu-Fu Wang
學位類別:碩士
校院名稱:國立雲林科技大學
系所名稱:應用外語系碩士班
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2008
畢業學年度:96
語文別:英文
論文頁數:216
中文關鍵詞:電腦輔助語言學習信念及觀點
外文關鍵詞:Beliefs and perspectivesComputer assisted language learning
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本研究旨在探討英文教師對於使用電腦輔助語言教學的教學信念及課程設計,以及學生對於教師融入電腦科技於英語課程中的觀點。在國立科技大學教授「多媒體英語」課程的老師及三十七位修課學生參與本研究。研究者分別與任課老師及十五位自願參與研究的修課學生,進行兩次訪談。藉由線上及一般教室觀察和個別訪談,研究者試圖了解英語教師及學生對於使用電腦輔助語言學習的看法,包括教師如何詮釋英語課程、如何將電腦科技融入語言教學以及學生如何使用電腦科技輔助語言學習及對於教師教學的看法。
研究者採用質性研究方法,以期對於英文教師及學生的認知有整體性的了解。研究之分析方式,包含了「參與觀察」(participant observation)和訪談筆記及訪談轉譯資料。本研究分析重點句括:一、探尋受訪教師電腦輔助語言教學信念的主要構成要素;二、了解教師應用電腦科技輔助教學的課程設計及活動安排;三、探究學生對於授課教師的教學及目前電腦輔助語言學習的觀點。本研究的主要發現如下所述。一、四大要素構成英文教師對於電腦輔助語言學習的觀點—教師核心信念、教師的挑戰、學生的心態及充足豐富的資源。二、四大要素影響英文教師融入電腦科技於英語教學的課程設計及活動安排—學生學習需求、聽說讀寫的融合、教師觀點以及近代科技演進。三、學生對教師教學及電腦輔助語言學習的觀點主要歸結於三大方面—創新學習環境、學生本位教學、綜合性學習。根據教師及學生對於電腦輔助語言教學及學習的觀點,研究者歸結出三大因素影響電腦輔助語言學習的教學成效—學生學習態度、教師課程設計、科技的演進。換言之,使用電腦輔助語言教學的成效取決於科技的演進克服目前技術面的問題、學生對於使用電腦科技輔助學習保持正面積極的能度以及教師經由多年的教學經驗,不斷調整課程設計以期有效融入電腦科技於語言教學。
根據本研究的發現以及英文教師及學生觀點的比較分析,進一步歸納出八點:一、融入電腦科技於語言課程帶給學生創新的學習氛圍;二、英文教師期望藉由網路資源,引導學生自主性學習及終身學習;三、教師的課程設計及電腦輔助語言學習的特點促進學生語言能力及電腦能力;四、教師必須了解當代科技發展及學生學習反應以期精進教學及課程設計;五、教師現場教學及人際互動是語言學習課程中不可缺少的兩大要素;六、趣味性的活動設計及玩樂中學習的概念能激起學生的學習動機;七、合作學習及同儕競爭能促進學習成效。;八、學生對於使用電腦科技輔助語言學習的態度是決定教學及學習成效的第一要素。
本研究建議未來計畫將電腦科技融入語言課程的教師:一、使用網路資源強化學生自我學習及問題解決能力;二、採用評價良好的教學網站,如CNN Story Archives;三、由學生對於課程的反應及建議來了解學生的興趣及學習需求;四、設計有關影片、動畫或是創意故事的活動來激發學生學習動機;五、每個活動設計包含不同的焦點及變化性以期增進學生聽說讀寫的能力;六、設計團體活動及專題報告使學生在合作學習的過程中,得以交換看法及延伸思考。
The purpose of the study was to explore (a) teacher’s beliefs and course design of the English class with computer assisted instruction, and (b) students’ perspectives on teachers’ instruction and the application of technology to English classes. One English teacher and thirty-seven students from the “Multimedia English” course in a national university of science and technology in central Taiwan participated in this study. In addition, two interviews were conducted with the teacher participant and the fifteen volunteer students from this “Multimedia English” course. Through the onsite and online classroom observation and the analysis of the interview transcripts, the researcher came to understand how the teacher participant and the student participants define the English course with the aid of computer technology.
This researcher employed the qualitative methods to capture the holistic understanding of the teacher’s and the students’ perspectives on computer assisted language learning. Following qualitative procedures, the data from participant observation and the interview transcripts were analyzed. The analysis focused on (a) major elements constituting the teacher participant’s perspectives on computer assisted language learning, (b) the teacher’s course design with the aid of computer technology and (c) students’ perspectives on the teacher’s instruction and computer assisted language learning.
Based on the foci of the analysis, findings were summarized as follows. First, four major elements were identified to characterize the teacher participant’s perspectives on computer assisted language learning--they are: (a) teacher’s core belief, (b) the challenge for the teacher, (c) students’ mindset, and (d) abundant resources. Second, the teacher’s course design with the aid of computer technology consisted of four elements-- they are: (a) students’ needs, (b) four skill integration, (c) teacher’s belief, and (d) modern technology development. Third, as for the student participants’ perspectives on the teacher’s instruction and computer assisted language learning, three major elements were concluded from the student participants in the Multimedia English class-- they are: (a) innovative learning situation (b) student-centered instruction, and (c) integrated learning. On the basis of the teacher’s perspectives on CALL and course design with the aid of computer technology, together with students’ perspectives on the teacher’s instruction and CALL, effective CALL was affected by three major elements --they are: (a) students’ learning attitude, (b) teacher’s course design and (c) the advancement of computer technology. The three elements interacted with each other. Effective CALL is identified when the advancement of computer technology overcome some technical problems, the students hold positive attitude toward using computer technology to assist language learning and the teacher has modified the course design based on the integration of computer technology and language learning after teaching this kind of course for several years.
According to the findings in this study, eight statements were further organized and concluded from the comparison of the teacher’s and students’ perspectives. First, this course with the aid of computer technology creates an innovative learning situation for the students. Second, the EFL teacher expects to achieve learners’ autonomous learning and lifelong learning via the Internet resources. Third, the teacher’s course design and the characteristics of CALL enhance students’ language skills and computer literacy. Fourth, the teacher has to advance her knowledge about current computer technology and consider students’ feedback so as to modify her teaching practice and better her course design. Fifth, teacher’s direct instruction and human interaction are essential for language learning classes. Sixth, the integration of fun activities and the “learning by playing” concept stimulate students’ learning motivation. Seventh, team work and peer competition enhance students’ learning outcome. Eighth, students’ learning attitude toward the computer technology is the critical element of the effectiveness of CALL.
This researcher suggested that language teachers who planned to apply computer technology to assist their teaching and students’ learning might try to (a) apply the Internet resources to language courses to enhance students’ self-learning and develop their problem-solving ability; (b) integrate some well-established websites into language courses (e.g. CNN Story Archives); (c) collect students’ feedback about the course design in order to understand students’ needs and interests; (d) organize some tasks with films, animation and creative stories to motivate the students; (e) create the tasks with different foci so as to enhance students’ four skills in various ways; (f) design some team work or group projects so that the students are able to exchange their ideas with others and extend their own thinking in the collaborative learning process.
Abstract (Chinese)………………………………………………………………. i
Abstract (English)………………………………………………………………. iv
Acknowledgements……………………………………………………………... vi
Table of Contents……………………………………………………………….. viii
List of Tables……………………………………………………………………. xi
List of Figures…………………………………………………………………... xii

Chapter I. Introduction…………………………………………..……………… 1
Background of the Study…………………………………………………... 1
Purpose of the Study………………………………………………...…….. 3
Definition of the Terms…………………………………………………….. 3
Significance of the Study…………………………………………………... 6
Limitations of the Study………………………………..………………….. 8
Summary…………………………………………………………………… 9

Chapter II. Literature Review……………………………………………............ 10
Theoretical Background of Research on Computer Assisted Language Learning…………………………………………….....................................
10
Historical Background of CALL ……..……........................................ 11
Advantages and Limitations of CALL..……........................................ 14
Types of the Application of Modern Technology in language classrooms………………………………….........................................
17
Research on the Application of Computer Technology to EFL class in Taiwan…………………………………………...................................
21
Relevant Literature on Teachers’ Perspectives / Beliefs and Course Design……....……………………………………………………….……...
25
Teachers’ Beliefs / Perspectives on Language Teaching and Learning. 25
The Influence of Teacher’s beliefs on Teachers’ course planning and their strategies…………...…………………………………….………
28
Studies of Students’ Perspectives on Language Teaching and Learning....... 30
Students’ Belief and Perspectives on EFL Teaching and Learning……………...…..…...………………………………….……
30
The Influence of Learners’ Perspectives on Learning Performance and Behavior………….……………....……………………….………
34
Summary…………………………………………………………………… 35

Chapter III. Methodology……………………………………………........… 37
Selection of Participants…………………………...………………………. 38
Data Collection Methods……..…………...…...…………………………... 41
Classroom Observation………...…………………………………….. 42
Interviews…………………………...……...………………………… 43
Demographic Questionnaire …….…………………...………………. 49
Data Collection…………...………………...…...…………………………. 49
Data Analysis………………………………………………………………. 50
Content analysis………………….…......…………………………….. 50
Constant comparative method……………...……………...…………. 51
Research Validity………………………………………………………... 52
Summary…………………………...………………………………………. 55

Chapter IV. Results……………………………………………........…………… 56
Major Elements Constituting the Teacher Participant’s Perspectives on
Computer Assisted Language Learning…………………………………….
57
Element I: Teacher’s Core Belief…………………………………….. 59
Element II: Challenge for the Teacher………………………………... 62
Element III: Students’ Mindset……………………………………….. 66
Element IV: Abundant Resources…………………………………….. 69
Major Elements Affecting the Teacher Participant’s Course Design in the Multimedia English Course…………………..…………………………….
72
Element I: Students’ Needs…………………………………………… 74
Element II: Four Skills Integration…………………………………. 78
Element III: Teacher’s Perspectives………………………………….. 80
Element IV: Development of Computer Technology………………… 83
Teacher’s Course Design with the Aid of Computer Technology…………. 86
Platform………………………………………………………………. 87
Tasks, Instructional activities, and Learning files……………………. 92
Major Elements Constituting the Student Participants’ Perspectives on the Teacher’s Instruction and Computer Assisted Language Learning………...
99
Element I: Innovative Learning Situation……………………………. 101
Element II: Student-centered Instruction……………………………... 108
Element III: Integrated Learning……………………………………... 115
Summary…………………………………………………………………… 120



Chapter V. Summary, Discussion and Conclusion………………………........… 123
Summary of Findings……………………………………………………… 123
Major Elements Constituting the Teacher Participant’s Perspectives on Computer Assisted Language Learning……………………………
124
Major Elements Constituting the Teacher Participant’s Course Design with the Application of Computer Technology……………………….
129
Teacher’s Course Design with the Aid of Computer Technology……. 132
Major Elements Constituting the Student Participants’ Perspectives on the Teacher’s Instruction and Computer Assisted Language Learning……………………………………………………………….

141
Discussion………………………………………………………………….. 146
Pedagogical Implication…………………………………………………… 154
Suggestions for Future Research…………………………………………... 156

References……………………………………………………………….......... 159

Appendices 168
Appendix A Interview Questions for Teacher Participant………….............. 168
Appendix B Interview Questions for Student Participants…………............. 170
Appendix C Cover letter (Teacher Version).………………………….......... 172
Appendix D Cover letter (Teacher Version).………………………….......... 176
Appendix E Demographic Information Questionnaire (Teacher Version)…. 179
Appendix F Demographic Information Questionnaire (Teacher Version)…. 180
Appendix G Sample Quotations of Interview Transcripts in Original Form. 181
Appendix H Sample Quotations of Interview Transcripts in Original Form 196
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