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研究生:呂俊嫻
研究生(外文):Chun-hsien Lu
論文名稱:網路教學對國小學生英語學習表現之效益與態度研究
論文名稱(外文):THE EFFECTS OF WEB-BASED INSTRUCTION ON ENGLISH PERFORMANCE AND ATTITUDES OF PRIMARY SCHOOL STUDENTS
指導教授:陳靖奇陳靖奇引用關係
指導教授(外文):Ching-chi Chen
學位類別:碩士
校院名稱:國立高雄師範大學
系所名稱:英語學系
學門:人文學門
學類:外國語文學類
論文種類:學術論文
畢業學年度:97
語文別:英文
論文頁數:94
中文關鍵詞:網路教學英語學習態度英語學習效應
外文關鍵詞:web-based instructionEnglish performanceEnglish attitudes
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論文摘要:
本論文主旨是在探討英語網路教學對國小學生英語學習效益以及英語學習態度之影響。特別是探討國小學生對英語網路教學的接受態度、英語網路教學前後測驗的表現,以及對英語網路教學的意見回應。
本研究的實驗對象是二百一十位台中市文心國民小學三年級的學生。所有測試者在英語網路教學前後分別接受針對英語網路教學的問卷以及英語能力測驗,以前後差異做量的比較。此外,在前後問卷的開放式問題以及實驗進行中的訪談做質的分析。
本研究的主要發現如下:
1. 英語網路教學能有效增進國小學生英語能力。
2. 學生對於英語網路教學抱持著正面的態度與期望。
3. 英語網路教學對國小學生在英語聽說讀寫各方面皆有助益。
4. 英語網站內容裡國小學生對於英語故事以及英語遊戲抱持高度興趣。
5. 英語網站教學提升學生對英語學習的興趣。
根據以上研究結果,本研究者提出三點有關英語網站在國小學生英語學習教學上的建議:
1. 英語教師可以善用英語網站進行教學並鼓勵學生利用課餘時間練習。
2. 英語教師可以藉由學生對英語網站的喜好來設計適合學生程度的英
語教學內容。
3. 英語教師可藉由學生對英語線上閱讀的喜好來加強英語閱讀能力。
The purpose of this study is to investigate the relationship between the WBI (Web-based Instruction) and the degree of students’ English proficiency, to explore students’ responses and attitudes toward the WBI, and to examine the students’ progress in the field of listening, speaking, reading, and spelling ability after the WBI.
The subjects of this twelve-week study were 210 three-grade elementary school students in Taichung city. In data collection, the results of the students’ tests and responses were analyzed both quantitatively and qualitatively. Based on the results of the data analyses, the findings of the study are summarized as follows. First, the WBI helped improve the students’ English proficiency. Second, students in this study held positive attitudes toward the corporation of English websites and English teaching. Third, students in this study made great progress in their English performance after the WBI, either in the realm of listening, speaking, reading, or spelling. Next, students in this study preferred English stories and games in the contents provided in the English websites. Finally, the WBI helped evoke students’ interest in English learning.
According to the findings of the study, the following suggestions are recommended to support the practice of the WBI:
1. English teachers can try to incorporate useful English websites into their teaching plan and introduce the English websites to students by encouraging them to do more practice on-line at their leisure.
2. English teachers can take advantage of students’ affection for the WBI to design a teaching plan appropriate for students’ English learning.
3. English teachers can improve students’ reading ability as well as kindle their interest in reading by means of using English websites as a medium.
CHAPTER ONE INTRODUCTION page
Background and Motivation 1
Purposes of the Study 4
Research Questions 5
Significance of the Study 5
Definition of the Terms 6
Limitation of the Study 7

CHAPTER TWO LITERATURE REVIEW
The Internet and Language Learning 9
Features of Learning Language through the Internet 10
Benefits of Learning Language through the Internet 16
Limitations of Learning Language through the Internet 22
Applications of the Internet 25
Elementary Students’ Attitudes toward Learning through the Internet 25
Teacher’s Attitudes toward Using the Internet with Elementary Students 29
Teacher’s Role in Using the Internet with Elementary Students 31
Related Subjects of Learning Language through the Internet 37
Facts about Learning Language through the Internet 37
The Criteria of Evaluating English Learning Websites 40

CHAPTER THREE METHODOLOGY
Subjects 45
Instruments 45
The Pretest Questionnaire on Students’ Attitudes and Responses
to the WBI 46
The Post-test Questionnaire on Students’ Attitudes and Responses
to the WBI 46
The Pretest and Post-test on Students’ English Proficiency 47
An Interview Record 47
The English Websites 47
Procedures 50
Data Analysis 51
Quantitative Analysis 51
Qualitative Analysis 52

CHAPTER FOUR RESULTS AND DISCUSSION
Introduction 53
Students’ English Efficiency before and after the WBI 53
Comparison of Students’ English Performance before and
after the WBI 53
Students’ English Learning through the WBI 55
Students’ Attitudes toward Learning English on the Internet
before and after the WBI 55
Students’ Attitudes toward the Effects of the WBI on English
Learning before and after the WBI 57
Students’ Attitudes toward the Effects of the WBI on Four
Language Skills before and after the WBI 59
Students’ Attitudes toward the Design of English Websites
before and after the WBI 61
Students’ Responses to the WBI 63
Students’ Habits of Websites Using before the WBI 64
Students’ Responses to the WBI 65
Interview with Students during the Implementation of the WBI 69

CHAPTER FIVE CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS
Conclusions 72
Implications 76
Suggestions 78

REFERENCES 80

APPENDIXES
Appendix A: A Pretest Questionnaire on Students’ Attitudes and Responses
to the Web-Based English Instruction 87
Appendix B: A Post-test Questionnaire on Students’ Attitudes and
Responses to the Web-Based English Instruction 89
Appendix C: Pretest and Post-test on English Proficiency 91
Appendix D: Interview Questions 94
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