臺灣博碩士論文加值系統

論文名稱：輔以YouTube影片及小組海報的英文單字教學法:增進國中三年級學生之英文單字習得與存留之影響
校別組名：國立成功大學外國語文研究所
研 究 生：顏伯芳
指導教授：劉繼仁博士
論文內容提要：
本研究旨在了解YouTube影片輔助英文單字教學，對於英語為外語的國三學生單字習得與存留之影響。研究對象為台南市某市立國中39位三年級學生，研究者運用YouTube影片搭配理論及實務兼具的學習模式，探討針對單字的字義、字義和影像的連結、單字在情境的用法及閱讀測驗的學習成效。此外，本研究的另一主旨為探討合作學習的小組海報製作，強化學生單字的辨識及字義的存留，而發展視覺的識字能力。
本研究採用質性及量化的混合式研究，所有的參與者都要完成評量的前測、後測及延遲測驗和問卷調查。研究結果摘要如下：
1.YouTube影片輔助英文單字教學有助於加強學生的單字習得及存留。
2.學生在字義學習及字義和影像的連結有顯著的進步。在閱讀測驗上，學生在教 學後無立即的進步，但在延遲測驗中有顯著的進步。情境的單字使用，學生在教學完有立即顯著的進步，學習成效隨時間而消弱。
3.根據問卷調查及訪談結果，學生大致同意此教學法可讓英文單字學習有趣。此外，YouTube影片的情境及句子可幫助他們理解及加深字義的存留，而且減少學習緊張感。
4.問卷調查及訪談結果顯示此教學法主要有三個缺點及九個優點。缺點為: (1)影片的旁白陳述速度對國中生來說偏快，(2) 使用YouTube影片師生需花較多的時間及精力，(3)影片的內容及單字較教科書的困難。 優點為: (1)影片有趣且令人印象深刻，(2)學生對於單字的知識及用法顯著進步，(3)提供視覺線索的輔助，(4)增進聽力能力，(5)加強單字字義的學習，(6)增加文法句型的習得，(7)透過影片中的母語講者的發音增進口語能力，(8)透過影片中的視覺及聽覺內容加強單字理解及記憶，和(9)提供日常生活的情境。
5.學生大致上喜歡透過合作學習的小組海報方式進行英文單字的學習，並認為同儕的合作學習可幫助他們發展視覺的識字能力。
本研究結果顯示YouTube影片輔助英文單字教學有助於中學生的英語單字學習及識字能力的培養。而合作學習的小組海報方式可形成溝通語言的學習模式。YouTube影片中真實的語言環境有助於網路世代的國中生專注於字彙習得與留存。
關鍵字：YouTube影片、溝通語言式的教學、視覺的識字能力。

Abstract

Although videos have been widely applied in educational contexts since the 1960s, their effects with regard to vocabulary acquisition and word retention are still a matter of some debate. YouTube, a popular Internet-based video site, has not only changed people’s habits of watching TV programs and other video materials, but also brought new opportunities for language education. While some studies have examined the use of this new media in education, there has been little research about its use in English vocabulary learning and teaching in formal contexts, especially in the English as Foreign Language (EFL) environments that occur in junior high schools.

This study aimed to investigate the effects of using thematic YouTube video-aided vocabulary instruction, abbreviated as YVAVI, when applied with thirty-nine ninth graders in Tainan City. Based on prior research, since the major difficulties in learning vocabulary are word recognition and retention, it was hypothesized that YouTube videos could be used along with a theory-and-practice-based learning model focusing on the word meanings, the association between images and word meanings, the word use in the context, and reading comprehension. Another aim of this research was to investigate whether the task of making group posters in the YVAVI could motivate learners to recognize and retain the forms and word meanings, and further develop their digital visual literacy.

A mixed quantitative and qualitative methodology was applied in this study, and all the participants were asked to complete a pre-test, an immediate post-test, and a two-week delayed post-test in both formative and summative ways, as well as two sets of questionnaires. The quantitative data were analyzed with the paired samples t-test and descriptive statistics in the SPSS 17.0 system. As for the qualitative data, the group poster analysis, the opinions and reflections of the open-ended questions in the questionnaire, and the interview with nine subjects were analyzed with Stake’s (1995) methods of “direct interpretation” and “categorical aggregation”. The major findings are summarized as follows:

1. The YVAVI enhanced the students’ vocabulary acquisition and retention.
2. The students in this study acquired the word meanings significantly, and built the association of word forms and images. As for the reading comprehension, although learners did not get improvement after the intervention immediately, they eventually had significant improvement. For the word use in context, they acquired it after the intervention but did not retain it as time went by.
3. Based on the results of the questionnaires and the interviews, the students roughly agreed that the YVAVI made English word learning more interesting. In addition, the contexts and sentences of YouTube videos can help them comprehend and memorize word meanings better, and reduce their learning anxiety.
4. The three disadvantages of using YouTube in vocabulary learning included the fast speed of recorded video narration, the requirement of more time and efforts to complete a lesson, and the difficult content and vocabulary. Furthermore, the nine advantages included the creation of interesting and impressive atmosphere of the video clips, the significant gains with regard to vocabulary knowledge and usage, the aid of visual clues, the improvement of listening skills, the facilitation of word memory, the increase of grammar pattern acquirement, the development of oral skills with the use of native speaker pronunciation in the videos, the enhancement of word comprehension and memorization with support of audio and visual input, and the support of real-life contexts.
5. Finally, most of the students in this study agreed that they liked to learn English vocabulary by making group posters and considered that peer collaboration helped them to develop their own digital visual literacy.

To sum up, the results of this study indicate that it is worth providing an authentic scenario to motivate EFL learners to get involved in the video-aided vocabulary instruction. Furthermore, the teaching approach and the learning tasks applied in this study can also be employed with a wide variety of videos in classroom settings. In future work, this study can be expanded to a longitudinal experiment with a larger number of participants, and also recruit participants with more advanced English abilities.


Keywords: YouTube, communicative language teaching, visual literacy

Abstract (Chinese) i
Abstract (English) iii
Acknowledgements v
Table of Contents vi
List of Tables xii
List of Figures xv

CHAPTER ONE INTRODUCTION 1
1.1 Background and Motivation 1
1.2 Purpose of the Study 3
1.3 Significance of the Study 4
1.4 Definition of Terms 5

CHAPTER TWO LITERATURE REVIEW 6
2.1 The Development of Vocabulary Teaching and Learning 6
2.1.1 The Teaching Methodology about Vocabulary Acquisition 10
2.1.2 Language Learning Strategies of Vocabulary Acquisition 11
2.2 The Theoretical Framework of Multimedia Integrated Instruction 12
2.3 The Development of CALL 14
2.4 The Functions, Use and Selection Criteria of Videos in Classroom 16
2.4.1 Videos and Their Effects on Motivation and Dual-coding 19
2.5 Visual Literacy and Concept Mapping 21

2.5.1 The Theory of Concept Mapping 22
2.5.2 Procedures for Evaluating the Group Posters with Concept
Mapping 24
2.6 The Criteria and Principles of Selecting Appropriate Videos in Language
Learning and Teaching 26
2.6.1 The Criteria of Video Selection 26
2.6.2 The application of captions and redundancy principles in the video
selection 32
2.7 YouTube and Its Use in Language Teaching and Learning and Functions of
YouTube Videos 33
2.7.1 Previous Studies of YouTube Videos 34
2.7.2 YouTube Videos in the EFL Classroom 37
2.8 Summary 39
2.9 Research Questions 40

CHAPTER THREE METHODOLOGY 41
Overview 41
3.1 Research Setting and Participants 42
3.2 Materials and instruments 43
3.2.1 Howcast Videos 45
3.3 Research Design 46
3.4 Instruments 47
3.4.1 Questionnaire: Q-LEWAP and Q-PS 48
3.4.2 Pre-test, Immediate Post-test, and Delayed Post-test 50
3.4.3 The Task of Making Group Posters 52
3.5 Measurements 54
3.6 Instructional Procedures 54
3.7 Research Method 56
3.8 Data Collection and Data Analysis 57
3.8.1 Quantitative Analyses 57
3.8.2 Qualitative Analyses 58
3.9 Summary of the Study Design 58

CHAPTER FOUR RESULTS 60
Overview 60
4.1 Results of the Quantitative Data Analysis 64
4.1.1 Results of Quantitative Analysis of Summative Tests 64
4.1.2 Results of Quantitative Analysis of Formative Tests 66
4.1.3 Results of Data Analysis for the Four Vocabulary Exercises 67
4.1.4 Results of Quantitative Data Analysis of Pre- and
Post-questionnaire (Q-LEWAP) 70
4.1.5 Results of Quantitative Data Analysis of Post-Study Questionnaire
(Q-PS) 72
4.1.6 Results of Quantitative Data Analysis of Q-PS about YVAVI 74
4.2 Results of Qualitative Analyses 76
4.2.1 Data Analysis of Group Posters and Concept Mapping 77
4.2.2 Sentence Analysis of Group Posters 78
4.2.3 Error Analysis of the Group Posters 80
4.2.4 Linguistic Analysis of the Group Posters 84
4.2.5 Data Analysis of the Open-ended Questions in Q-PS 85
4.2.5.1 Qualitative Data Analysis of Open-ended Question 1 85
4.2.5.2 Qualitative Data Analysis of Open-ended Question 2 85
4.2.5.3 Qualitative Data Analysis of Open-ended Question 3 87
4.2.5.4 Qualitative Data Analysis of Open-ended Question 4 87
4.2.5.5 Qualitative Data Analysis of Open-ended Question 5 89
4.2.5.6 Qualitative Data Analysis of Open-ended Question 6 89
4.2.5.7 Qualitative Data Analysis of Open-ended Question 7 90
4.2.5.8 Qualitative Data Analysis of Open-ended Question 8 92
4.3 The Interviews 92
4.3.1 Results of Qualitative Data Analysis of Interview Question 1 93
4.3.2 Results of Qualitative Data Analysis of Interview Question 2 95
4.3.3 Results of Qualitative Data Analysis of Interview Question 3 97
4.3.4 Results of Qualitative Data Analysis of Interview Question 4 99
4.3.5 Results of Qualitative Data Analysis of Interview Question 5 102
4.3.6 Results of Qualitative Data Analysis of Interview Question 6 103
4.4 Summary 104

CHAPTER FIVE DISCUSSIONS, IMPLICATIONS, SUGGESTIONS
AND CONCLUSION 106
5.1 Discussions 106
5.1.1 Discussion of Research Question 1 106
5.1.2 Discussion of Research Question 2 107
5.1.3 Discussion of Research Question 3 107
5.1.4 Discussion of Research Question 4 109
5.1.5 Discussion of Research Question 5 111
5.1.6 Discussion of Research Question 6 113
5.1.7 Discussion of Research Question 7 115
5.2 Limitations 117
5.3 Pedagogical Implications 118
5.4 Suggestions for Future Research 119
5.5 Conclusions 120
5.5.1 The Influence of YVAVI on Language Learning Performance 122
5.5.2 Learners’ Attitudes and Perceptions towards YVAVI 123
REFERENCES 125
APPENDICES 151
APPENDIX A: The Multimedia Development from Overhead Projector Slides
to Online Videos 151
APPENDIX B: A Framework for a Cognitive Theory of Multimedia
Learning 154
APPENDIX C: Evaluating the Usability of YouTube, the Computer Mediated
Communication with the Derived Criteria Combined with a
Checklist 155
APPENDIX D: Load Reduction Methods for Five Overload Scenarios in
Multimedia Instruction 157
APPENDIX E: The Summary of the Study Design 159

APPENDIX F: The Brief Introduction of 3 Thematic Videos and 30 Target
Words in YVAVI 160
APPENDIX G: Target Words of Three YVAVI Lessons 161
APPENDIX H: The Instruction Procedure 162
APPENDIX I: Consent Form A 163
APPENDIX J: Consent Form B 164
APPENDIX K: Questionnaire of the Pre-study and Post-study
(Chinese Version of Q-LEWAP) 165
APPENDIX L: Questionnaire of the Post-study (Chinese Version of Q-PS) 167
APPENDIX M: Pre-test, Immediate Post-test, Delayed Post-test of Formative
L3 169
APPENDIX N: Summative Test 172
APPENDIX O: Descriptive Data and the Results of the Learning
Experience in the Post-questionnaire (Q-PS) 177
APPENDIX P: The Poster Analysis based on Scores of the Concept
Mapping and Student Votes 178
APPENDIX Q: Comparison between the Group Concept Mapping Scores
and Group Test Scores 179
APPENDIX R: Error Analysis of the 24 Group Posters 180
APPENDIX S: The Thematic Analysis of the Three Lessons and the 24 Group
Posters based on the Theory of Categorical Aggregation 181
LIST OF TABLES
Table Page
2.1 The Four Significant Paradigm Shifts in Vocabulary Development 8
2.2 Three Types of CALL Programs 17
2.3 Berk’s Twenty Specific Learning Outcomes for Using a Video Clip in Teaching across the College Curriculum 29
2.4 The Modified Design of YVAVI based on Berk’s
Eight Steps 31
2.5 Research into YouTube between Twenty Studies from 2006 to 2011 36
3.1 Learning Procedures 47
3.2 Peer Reviewers for Evaluating the Content Validity of the Pre-tests and
Post-tests 50
3.3 Peer Reviewers for Evaluating the Content Validity of the Questionnaires 50
3.4 The Roles and Jobs of Learners in Group 53
3.5 Four Phases of Design-based Research 57
4.1 Summary of Respondents’ Demographic Data 62
4.2 The Interviewees’ Characteristics 63
4.3 Comparison among the Pre-tests, Immediate Post-tests and Delayed
Post-tests of the Formative and Summative Tests 66
4.4 Comparison of Students’ Performance in the Formative and
Summative Tests 66
4.5 Comparison among the Four Vocabulary Exercises in the
Summative Tests 68
4.6 Comparison of Students’ Performances in the Four Vocabulary Exercises
in the Summative Tests 69
4.7 Comparison of the Students’ Perspectives on Their English Word Learning
between the Pre-study and Post-study of the Q-LEWAP 70
4.8 Students’ Attitudes towards English Word Learning in the Pre-study
and Post-study of Q-LEWAP 73
4.9 Questionnaire Items of the Post-Study (Q-PS) 74
4.10 The Influences about the Use of the Thematic YouTube Videos on the
English Word Learning 74
4.11 Learners’ Perceptions and Attitudes towards the Use of the Thematic
YouTube Videos 75
4.12 Responses to the Thematic YouTube Video Aided English Word Learning
and the Features of YouTube Videos 76
4.13 The Sentence Analyses of the Whole Group Posters 80
4.14 The Word and Error Analyses of the Whole Group Posters 80
4.15 The Analysis of the Competency and Performance Errors of the Whole
Group Posters 83
4.16 Responses to Open-ended Question 2 in the Post-questionnaire 86
4.17 Responses to Open-ended Question 3 in the Post-questionnaire 87
4.18 Responses to Open-ended Question 4 in the Post-questionnaire 88
4.19 Responses to Open-ended Question 5 in the Post-questionnaire 89
4.20 Responses to Open-ended Question 6 in the Post-questionnaire 91
4.21 Responses to Open-ended Question 7 in the Post-questionnaire 91
4.22 Responses to Open-ended Question 8 in the Post-questionnaire 92
4.23 Responses to Interview Question 1 Composed of Items 3, 5, 6 in the
Questionnaire 95
4.24 Responses to Interview Question 2 Composed of Items 12, 13, and 15
in the Questionnaire 97
4.25 Responses to Interview Question 3 Composed of Items 10, 12, 13, 14, and 16
in the Questionnaire 99
4.26 Responses to Interview Question 6 Composed of Open-ended Questions1, 3,
and 4 in the Q-PS 101
4.27 Responses about the Process of Making Group Posters of the Nine-participant
Interviews 102
4.28 Responses about the Number of Times and the Ways How the Video Clips Should be Watched 103
LIST OF FIGURES
Figure Page
2.1. The Relational Scoring Method Adapted from and the Scoring System of
Novak and Gowin (1984) and the Protocol for the Relational Scoring
Method from Mc Clure et al. (1999) 25
2.2. The Lesson Three Poster Example from Group Five based on the
Concept Mapping Structure 26
2.3. The Modified Application of Doolittle’s Model in YVAVI 28
2.4. Students did the Voting for Their Favorite Group Poster 30
2.5. An Example of the Group Five Poster about Lesson 3:
“ How to Make Friends?” 30
3.1. The Lesson Three YouTube Reading in the Lesson Three YVAVI 44
3.2. The Thematic Lesson Three YouTube Video Clip 44
3.3. An Overview of the Instructional Procedure 55
3.4. Four Stages of Design-based Research 56
4.1. The Participants’ Overall Performances on the Summative Pre-test,
Immediate Post-test, and Delayed Post-test 65
4.2. The Participants’ Performances in the Four Vocabulary Exercises 69

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