摘要
最近幾年來，越來越強調以電腦媒介溝通模式作為語言學習工具的方法。雖然初期的證據顯示出此種方法的優點，然而，我們並不清楚高中學生對於在以電腦媒介溝通模式作為語言學習的環境下反應如何。本研究旨在探討參與學生對於英文網路讀書會計畫實施前與實施後之觀點比較。這些反應觀點對於以電腦媒介溝通模式作為語言學習的有效運用極為重要。
此描述性研究以南台灣某公立高中二年級三十九位學生為研究對象。本研究計畫活動時間為期十二周。活動前在教師簡短的說明指導之後，學生們需於每次網路讀書會討論前分段閱讀青少年文學作品---狐狸先生。在閱讀完指定部分之後，學生們分為五組透過學校的網路教學平台於課後作非同時線上討論。除了收集質與量的資料，並將其分為不同類別以供分析。在資料收集方面，包含前後測問卷調查、訪談、參與者觀察記錄與文字記錄謄本。
研究結果顯示：學生對於英文閱讀的態度興趣在活動後並無顯著提升；然而對於英文寫作的反應在活動後卻有相當顯著的鼓舞激勵。學生對於以電腦來輔助學習英文的方式也持有顯著正向態度，因為使用網路學習極為方便。儘管有些限制缺點肇因於學生本身英文能力之不足、時間限制與學校區域網路連線的困難，大體而言，學生對整個英文網路讀書會的計畫抱持著正面的反應。
根據此研究結果，未來研究可以在暑假或寒假，當高中生較無課業壓力有更多時間參與計畫時實行。除了學校教學平台，其他電腦媒介溝通工具亦可運用。研究者亦可比較參與者在非同時線上溝通及同時線上溝通兩種方式的看法。

ABSTRACT

Recent emphases on using computer-mediated communication (CMC) mode as a tool for language learning have been increasingly promoted. Although preliminary evidence suggests many advantages with this approach, it is not clear how senior high school students respond to language learning in a CMC environment. The purpose of this study is to investigate the students’ self-perceptions of English reading, writing and computer-assisted English learning before and after the project. Such responses are crucial for the effective use of CMC in language learning.
Thirty-nine 11th graders in a public senior high school in southern Taiwan participated in this descriptive study for 12 weeks. Following a brief in-class instruction from the teacher, the students were required to read the adolescent literature—Fantastic Mr. Fox before each reading forum online. After finishing reading the selected part of the story, they worked in 5 groups to discuss the reading topics asynchronously through the teaching and learning platform after school. Qualitative as well as quantitative data were collected and categorized into several units of analysis. Data collected were pre- and post-questionnaires, interviews, participant observations, and online discussion scripts.
The results of this study indicated that the students’ interests in reading English materials were not promoted, whereas their responses to English writing were highly inspirited after the project. The students also showed positive attitudes toward computer-assisted English learning because of its convenience of using the Internet. In general, the students held positive responses to the online English reading forums project in spite of some limitations resulting from their insufficient English competence, time limit and difficulty in connecting the school Internet system.

On the basis of the study findings, it is suggested that future studies can be conducted during a summer break or a winter break when senior high students are more relaxed and have more time to participate in the activity. Besides the school teaching and learning platform at school, other CMC tools can be taken into consideration. Future researchers can also adopt both synchronous and asynchronous CMC in their studies to compare their participants’ perceptions.

TABLE OF CONTENTS

Chinese Abstract……………………………………………………………… iv
English Abstract………………………………………………………………… v
Chapter 1: Introduction…………………………………………………………. 1
Background and Motivation………………………………………………1
Purposes of the Study……………………………………………………..5
Research Questions of the Study………………………………6
Significance of the Study………………………………………………6
Chapter 2: Literature Review……………………………………………………7
Socio-Constructivism…………………………………………………….. 7
Comprehensible Input and Output Hypothesis…10
Features of Computer-Mediated Communication……….......................... 13
General Ideas of CMC…………………………………………….13
CMC in Language Learning……………………………………15
Types of CMC……………………………………………………... 16
Synchronous Computer-mediated Communication………… 16
Asynchronous Computer-mediated Communication………. 17
Advantages and Disadvantages of CMC………………………….. 18
Advantages………………………………………………….. 18
Disadvantages………………………………………………. 20
Studies Related to the Current study………………………………21
Computer-Mediated Reading…………………………………….. 21
Computer-Mediated Writing………………………………22
Online Forums……………..……………………….23
CMC in English Learning in Taiwan…………24
Chapter 3: Method……………………………………………………………… 27
Pilot Study………………………………………………………………... 27
Participants………………………………………………………… 27
Instruments………………………………………………………… 27
Procedure………………………………………………………….. 28
Data Analysis……………………………………………………… 29
Modification……………………………………………………….. 29
Main Study…...………………………………………………… 30
Participants………………………………………………………… 31
Instruments………………………………………………………… 31
Procedure………………………………………………………….. 37
Data Analysis……………………………………………………… 39
Chapter 4: Results and Discussion…………………………………….40
Research Question One…..……………………………41
Research Question Two……..………………………… 44
Research Question Three…..………………………. 52
Research Question Four………..……………………… 58
Responses to the Open-Ended Questions and Interviews..………... 66
Chapter 5: Conclusion………………………………..………………… 74
Summary of Major Findings…..…………………… 74
Limitations of the Current Study……..……… 76
Implications for Pedagogical Practice……………………………77
Suggestions for Future Research…....…………79
References………………………………………………………………………. 80
Appendixes……………………………………………………………………… 93
Appendix A……………………………………………………………… 93
Appendix B……………………………………………………………….95
Appendix C……………………………………………………………….99

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