臺灣博碩士論文加值系統

本研究旨在探討數位敘事教學對國小生英語口語能力及學習動機影響。參加本研究的學生是台南市某一所國小30位六年級的學生。學生接受英語口語能力前後測和學習動機量表前後測，以比較實驗前後學生學習動機及英語口語能力的改變情形。在實驗課程結束後，學生也接受訪談，以進一步了解學生對此一教學法的意見及教學過程中困難之處。
本研究結果發現如下：(一) 使用數位敘事教學能提高國小學生的英語學習動機；(二) 使用數位敘事教學能增進國小學生的英語口語能力；(三) 使用數位敘事教學能夠讓學生更不受拘束的說英語；(四)與學生的訪談結果顯示：學生們普遍認為數位敘事作品編製的過程並不困難；再者，由於透過故事板的應用，編輯數位故事更方便、更有效率。創造故事劇本的自主性和影片錄製過程間的互動性，讓學生們對數位敘事教學更有興趣；而編寫劇本以及影音編輯，則是學生們在過程中認為較困難及需要協助的部分。整體而言，數位敘事教學是能提高學生英語學習的有效工具。

The purpose of this study was to investigate the effects of digital storytelling instruction on primary students’ learning motivation and English oral proficiency. Thirty students from a primary school in Tainan City participated in this study. Students were given pre-and post-study oral English tests and learning motivation questionnaires to compare their oral English proficiency and learning motivation before and after the storytelling project. In addition, interview data were collected to help describe and further explain their responses and difficulties during the process.
There were four important findings in this study. First, the digital storytelling instruction succeeded in raising EFL students’ learning motivation. Second, the digital storytelling instruction was effective in enhancing subjects’ oral English proficiency. Third, the digital storytelling instruction enabled EFL students to speak English more freely and comfortably. Fourth, the results of the student interviews showed that, with the use of the storyboard, the process of story creation is more effective and convenient. Students indicated the empowerment of script writing and the interactions during film shooting increased their interest in the digital storytelling instruction. The processes of script writing and video editing, however, still troubled some students who needed assistance. Overall, the findings showed that digital storytelling instruction is an effective tool in teaching English to students.

TABLE OF CONTENTS
CHAPTER ONE INTRODUCTION......................................................................1
Background and Motivation.............................................................1
Purpose of the Study..................................................................4
Research Questions....................................................................5
Significance of the Study.............................................................5
CHAPTER TWO LITERATURE REVIEW.................................................................6
Motivation............................................................................6
Definition of Motivation.........................................................6
Language Learning Motivation.....................................................7
Correlation between Language Learning Achievement and Motivation.................8
Storytelling and Digital Storytelling................................................10
Description of Storytelling.....................................................10
Storytelling in Education.......................................................11
Description of Digital Storytelling.............................................12
Process of Creating a Digital Story.............................................14
Digital Storytelling in the Classroom...........................................17
Benefits of Digital Storytelling................................................18
Challenges for Using Digital Stories in the Classroom...........................21
English Oral Proficiency.............................................................22
Description of Oral Proficiency.................................................22
Features of English Oral Proficiency............................................22
Limits to Oral Proficiency in Taiwan............................................24
Oral Proficiency Development through Digital Storytelling.......................25
Oral Proficiency assessment.....................................................26
CHAPTER THREE MYTHODOLOGY....................................................................27
Participants.........................................................................27
Instruments..........................................................................28
Pre- study and Post-study Learning Motivation Questionnaires....................28
Pre-study and Post-study Oral Proficiency Tests.................................29
Students’ Interviews about Digital Storytelling Instruction.....................32
Materials............................................................................32
Textbooks and Online Resources..................................................33
Hardware and Software...........................................................33
Digital Storytelling Model Films for Activities.................................33
Worksheets......................................................................35
Schedule for Digital Storytelling Instruction...................................37
Data Collection......................................................................38
Pilot Study.....................................................................38
Procedure............................................................................40
Data Analysis........................................................................43
Quantitative Analysis...........................................................43
Qualitative Analysis............................................................43
CHAPTER FOUR RESULTS AND DISCUSSIONS.........................................................45
Research Question 1..................................................................45
Research Question 2..................................................................48
Research Question 3..................................................................52
Research Question 4..................................................................55
CHAPTER FIVE CONCLUSION......................................................................58
A Summary of the Findings............................................................58
Pedagogical Implications.............................................................61
Limitations of the Study.............................................................62
Suggestions for Further Research.....................................................63

REFERENCE....................................................................................65

APPENDICES...................................................................................76
Appendix A The Pre-study Learning Motivation Questionnaire...........................76
Appendix B The Post-study Learning Motivation Questionnaire..........................78
Appendix C The Pre-study Oral English Test...........................................81
Appendix D The Post-study Oral Proficiency Test......................................82
Appendix E Digital Storytelling Worksheet............................................83
Appendix F Interview Questions.......................................................85

LIST OF TABLES
Table 2-1 Seven Elements of Digital Storytelling.............................................13
Table 3-1 The details of the Instruments.....................................................28
Table 3-2 The Criteria for Evaluating Students’ English Oral Performance
in the Reading Aloud Section of the Oral English Test................................30
Table 3-3 The Criteria for Evaluating Students’ English Oral Performance in the
Question and Answer Section of the Oral English Test.................................31
Table 3-4The Details of Teaching Materials...................................................32
Table 3-5 The Details of the Digital Storytelling Model Films and Corresponding Activities...34
Table 3-6 The Description of Task Distribution...............................................36
Table 3-7 The Schedule for Digital Storytelling Instruction..................................38
Table 3-8 The Demographic Information of Participants........................................42
Table 4-1 The Outcome of Investigating Participants’ Learning Motivation Questionnaires......45
Table 4-2 Comparison of Pre-study and Post-study Oral Proficiency Tests for
the Participants’ Performance in Read Aloud Section..................................49
Table 4-3 Means and Standard Deviation of Pre-study and Post-study Oral Proficiency Tests
for the Participants’ Performance in Question and Answer Section.....................50
Table 4-4The Compared Results of the Two Different Contexts .................................55

LIST OF FIGURES
Figure 2-1The Three Processes Involved in Motivation..........................................6
Figure 2-2 The Conclusion of the Correlation between Motivation and Achievement..............10
Figure 2-3 The Process of Creating a Digital Story…............................. ............14
Figure 2-4 A Digital Storytelling Design Sequence............................................15
Figure 2-5 The Skills Digital Storytelling Introduces to Students............................20
Figure 2-6 The Elements of Oral Proficiency..................................................24
Figure 2-7 Oral Proficiency Development through Digital Storytelling.........................25
Figure 3-1 The Overall Procedure of the Formal Study.........................................41
Figure 3-2 Ways of Data Analysis.............................................................43
Figure 4-1 The Reasons Why Digital Storytelling Improves Students’Learning Motivation........48
Figure 4-2 The Results Why Digital Storytelling Improve Students’ Oral Performance...........52
Figure 4-3 A Concept Map about Participants’ Opinions toward Digital Storytelling. ..........57
Figure 5-1 A Development of a Model when Implementing Digital Storytelling Instruction.......60

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