摘要

本研究旨在探討網路教學應用在國小五年級原住民學生英語讀、寫及字彙學習的成效。並進一步研究網路的教學方式是否有益於台灣原住民學童學習英語作為外國語言(EFL)的提昇。研究者對登錄網上教室之學生學習的態度及其學習成效上的變化結果將被逐一分析記載討論。
本研究的對象為三十位台東縣桃源國民小學的五年級學童。經過十週的網路英語教學後，對所有的研究對象進行英語能力測試。內容含括字彙、及英語讀、寫的能力測驗。結果的分析以二因子變異數分析和二因子共變數分析來分析測驗結果。根據統計結果，本研究的主要結果摘要如下：一、網路英語教學有益於提昇國小學童英語的讀、寫及字彙等方面學習的能力。二、網路英語教學在學生的英語字彙、及英語讀、寫學習成就表現上不會因不同性別而有差異。
就研究顯示，線上學習的課程讓學生在參予學習的過程中成為更活躍。學生的理解和思想組織的能力一致正確的表逹於完整的語言結構。線上教室的英語教學活動和課程解決了學生因時空和遠距因素所造成使參與可能學習的障礙，例如原住民學生由初等教育進入高等教育學習的過程。

ABSTRACT
The main purpose of this study is to examine the development of English reading, writing instruction and vocabulary memory via online learning for aboriginal elementary students. In addition, the researcher wishes to further investigate whether online teaching instruction benefits the aboriginal school students’ motivation in the English as a Foreign Language (EFL) setting in Taiwan. Students’ responses during the frequency of log in online classroom and the changes in their learning attitudes will be recorded and analyzed. Thirty fifth graders at Tau-yuan Elementary School in Taitung County were the subjects of the study. After ten weeks online English courses teaching, all subjects had an English competence test, including vocabulary learning test, writing test, reading test and total scores. The data gathered from the test were analyzed with two-way ANOVA. Based on the statistical results, the major findings are summarized as follows: (a) Online English teaching courses are beneficial for elementary school students to improve their English competence no matter in vocabulary memory, writing and reading. (b) The English competence of the test does not vary much for different genders after receiving ten weeks online English teaching courses.
In terms of the findings of the study, online group work allows students to become more active participants in the learning process. Contributing input requires that students comprehend what is being discussed, organize their thinking coherently, and express that thinking with carefully constructed language. Online delivery of English programs and courses makes participation possible for students who experience geographic and time barriers, such as aboriginal elementary students in gaining access to higher education.

TABLE OF CONTENTS
Page
CHAPTER
1. INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Nature of the problem p . . . . . . . . . . . . . . . 4
Purposes of the Study . . . . . . . . . . . . . . . . 6
Research Questions . . . . . . . . . . . . . . . . . . . . . . . .7
Definition of Terms . . . . . . . . . . . . . . . . . . . . . . ..8
2. REVIEW OF RELATED LITERATURE . . .. . . . . . . . . . . . . . .15
Distance Education . . . . . . . . . . . . . . . . . . . . . .15
Vocabulary Learning . . . . . . . . . . . . . .. . . . . .17
The Value of the Vocabulary . . . . . . . . . . . . . 17
Memory Vocabulary Learning Strategies . .. . . . . . . . .19
The process and Instruction of Reading and Writing. . 21
Reading . . . . . . . . . . . . . . . . . . . . . 21
Writing . . . . . . . . . . . . . . . . . . . . . 24
3. METHODOLOGY AND ROCEDURES . . . . . .. . . . . . . . . 29
Methodology. . . . . . . . . . . . . . . . . . . . . 29
Procedures. . . . . . . . . . . . . . . . . . . . . . 30
Subjects . . . . . . . . . . . . . . . . . . . . . .31
Instruments. . . . . . . . . . . . . . . . . . . . .32
Tutorials And Teaching Materials . . . . . . . . . . . .33
Vocabulary, reading and writing Tests . . . . . . 33
Data Analysis . . . . . . . . . . . . . . . . . . . 35
Limitation . . . . . . . . . . . . . . . . . . . . . 37
4. RESULTS . . . . . . . . . . . . . . . . . . . . . . . 38
Analysis of Receiving Online Learning and Gender Differences on the Development of English
Reading, Writing Instruction and Vocabulary Learning . . . . . . . . . . . . . . . . . . . .39

Test for Homogeneity on the Experimental and Controlled Groups . . . . . . . . . . . . . . . . . . . . .40

Comparison of Online English Learning Achievements in Experimental Groups and Gender . . . . . . . . . 43

Comparison of Vocabulary Learning Test in Experimental Groups and Gender . . . . . . . . . . . . . . . 43

Comparison of Writing Test in Experimental Groups and Gender . . . . . . . . . . . . . . . . . . . . .47

Comparison of Reading Test in Experimental Groups and Gender . . . . . . . . . . . . . . . . . . . . .50

Comparison of Total Scores in Experimental Groups and Gender . . . . . . . . . . . . . . . . . . . . .53

Analysis of Experimental/Controlled Groups and Learning Achievements On Receiving Online English Course. . 56

Comparison of the Achievements on Vocabulary Learning
Test in Posttest Experimental/Controlled Groups Performance and Gender . . . . . . . . . . . . .57

Comparison of the Achievements on Writing Test in Posttest Experimental/Controlled Groups Performance and Gender. . . . . . . . . . . . . .. . . . .61

Comparison of the Achievements on Reading Test in Posttest Experimental/Controlled Groups Performance and Gender . . .. . . . . . . . . . . . . . . . . . 64

Comparison of the Achievements on Total Scores in Posttest Experimental/Controlled Groups Performance and Gender . . . . . . . . . . . . . . . . .. . . . 67
5. DISCUSSIONS，CONCLUSIONS, Implications, AND RECOMMEMDATIONS . . . . . . . . . . . . . . . . . . 70
DISCUSSION OF THE RESULTS . . . . . . . . . . . 70
Discussion of Vocabulary Learning Test on
English Competence . . . . . . . . . . . . 71

Discussion of Writing Test on English
Competence . . . . . . . . . . . . . . . . 72

Discussion of Reading Test on English
Competence . . . . . .. . . . . . . . .. . 73

Discussion of Total Scores on English
Performance . . . . . . . . . . . . . . . . 74

CONCLUSIONS . . . . . . . . . . . . . . . . . . 76
IMPLICATIONS . . . . . . . . . . . . . . . . . .78
RECOMMENDATIONS . . . . . . . . . . . . . . . . 79
REFERENCES . . . . . . . . . . . . . . . . . . . . . . . 82
APPENDICES . . . . . . . . . . . . . . . . . . . . . . . 88

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