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研究生:葉雅欣
研究生(外文):Yeh, Ya-Hsin
論文名稱:攝影專題式學習活動對大一學生英語學習動機的影響
論文名稱(外文):The Effect of Video Production Project on Freshman Learners' English Learning Motivation
指導教授:戴雅茗戴雅茗引用關係
指導教授(外文):Tai, Ya-Ming
口試委員:李利德丁玉良
口試委員(外文):Li, Te-LiTing, Yu-Liang
口試日期:2012-12-18
學位類別:碩士
校院名稱:國立臺北教育大學
系所名稱:兒童英語教育學系碩士班
學門:教育學門
學類:普通科目教育學類
論文種類:學術論文
論文出版年:2013
畢業學年度:101
語文別:英文
論文頁數:151
中文關鍵詞:攝影式學習活動專題式學習動機英語學習合作學習
外文關鍵詞:video productionproject-based learningmotivationEnglish learningcooperative learning
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本研究旨在探討攝影專題式活動對大一學生英語學習動機的影響。研究對象為台北市某大學94位大一學生,並依研究對象之英文老師所感受到的不同班級氛圍分為「企業管理系組」與「家庭發展與幼兒學系組」。學生們參與了一次的攝影專題式活動,活動前後,研究者分別以「英語學習動機問卷」及「英語學習動機、自我效能及參與攝影專題式活動問卷」來瞭解受試者在參與活動前後的英語學習動機之變化、自我效能以及對攝影專題式活動的看法。
本研究以量化研究為基礎,以成對樣本t檢定、獨立樣本t檢定、皮爾森相關係數、描述性統計,配合訪談及研究者的觀察蒐集研究資料及分析歸納研究結果。本研究的研究結果如下:
一、 攝影專題式活動對大一學生的英語學習動機有顯著影響。
二、 攝影專題式活動對大一學生英語學習動機的兩個層面:任務價值及成就目標有顯著的影響。
三、 攝影專題式活動對教師感受班級氛圍較佳的組別有顯著影響。
四、 自我效能與參與學生的英語學習動機成正相關。
五、 教師感受班級氛圍較佳的組別得到較高的自我效能及作業成績。
六、 參與學生對攝影專題式活動持正面看法。
七、 和企業管理系組別比較,家庭發展與兒童學系組別對攝影專題式活動持相當正面的看法。
八、 訪談結果顯示,攝影專題式活動提供學生一個真實學習環境,輔以合作學習、主動學習,讓參與學生們體驗了一個很不一樣的活動。
本研究結果指出,英語專題式活動能提升大一學生的英語學習動機。此外,參與者也都對英語專題式活動抱持相當正面的看法。因此,研究結果鼓勵教師可將攝影專題式活動融合於課程計畫中,以提升學生的英語學習動機。

Researchers of second language learning have often suggested that learners’ learning motivation has played an important role while learning. Therefore, this study aimed to explore the effects of video production project (VPP) on freshman learners’ English learning motivation. Three research questions are: (1) What are the effects of video production project on learners’ motivation in English learning? (2) What are the relationships among participants’ self-efficacy and their English learning motivation after the implementation of video production project, and their grades of project works? (3) What are participants’ perceptions toward video production project?
Ninety-four freshman learners from two different departments at a university in Taipei City were selected as convenient sample to participate in this study. All participants took part in VPP and were group voluntarily to complete the given project cooperatively. Because video production project in this study is designed as a team work, group atmosphere is also taken into account for investigation. Participants in two classes with different group atmospheres were further examined by comparing their motivation, self-efficacy, and responses toward video production project.
Two questionnaires, the questionnaire of learners’ English learning motivation and the questionnaire of learners’ English learning motivation, self-efficacy, and perceptions toward video production project were administrated respectively. The English learning motivation questionnaire was conducted before the implementation of video production project and the English learning motivation, self-efficacy and participation in video production project questionnaire was carried out after the implementation of video production project.
The major findings of the present study were as follows. First, VPP significantly increased participants’ motivation in English learning. Second, participants experienced significant differences after participating in VPP on two dimensions of motivation in English learning, including subject task values and achievement goals. Third, with respect to the different group atmospheres which perceived by participants’ English instructor, the research findings indicated that VPP only significantly increased FSCD group’s motivation in English learning. Fourth, similar to previous research and studies, self-efficacy was positively associated with motivation and achievement. Fifth, the participants’ perceptions toward VPP were positive. Sixth, FSCD participants’ perceptions toward VPP were more positively when comparing with BA participants’ perceptions toward VPP.
In sum, the results of this study showed that, video production project could effectively trigger learners’ motivation in English learning and most of the participants had positive perceptions and opinions toward VPP. Therefore, video production project could be used to enhance learners’ motivation in English. Finally, some pedagogical implications and suggestions for future studies were proposed.

TABLE OF CONTENTS
CHAPTER ONE : INTRODUCTION ------------------------------------------------------------- 1
Background ------------------------------------------------------------------------------------- 1
Motivation -------------------------------------------------------------------------------------- 7
Research Purpose ------------------------------------------------------------------------------ 8
Research Questions --------------------------------------------------------------------------- 8
Significance of the Study --------------------------------------------------------------------- 9
Definitions of Terms -------------------------------------------------------------------------- 10
Video production projects ------------------------------------------------------------ 10
Motivation ------------------------------------------------------------------------------ 11
Self-efficacy ---------------------------------------------------------------------------- 12
CHAPTER TWO : LITERATURE REVIEW ----------------------------------------------------- 13
Video Production and Language Learning ----------------------------------------------- 14
The role of video in language learning ---------------------------------------------- 14
Definition of video production ------------------------------------------------- 14
Related studies on video production ------------------------------------------------ 15
Benefits for teachers ----------------------------------------------------------- 16
Benefits for students ----------------------------------------------------------- 17
Project Based-Learning (PBL) -------------------------------------------------------------- 18
Brief introduction of PBL ------------------------------------------------------------ 18
The definition of project-based learning -------------------------------------------- 19
General models of project work and components of project-based learning -- 20
Related studies on PBL ---------------------------------------------------------------- 22
Pedagogical Perspectives on PBL and Video Production -------------------------------- 24
Meaningful learning ------------------------------------------------------------------- 26
Active ---------------------------------------------------------------------------- 27
Authentic ------------------------------------------------------------------------- 28
Cooperative --------------------------------------------------------------------- 29
Constructive --------------------------------------------------------------------- 30
The Relationship between Technology and Learning ------------------------------------- 33
From Learning from technology to learning with technology ------------------- 34
The role of technology in PBL and language learning ---------------------------- 36
Video production in PBL -------------------------------------------------------------- 37
Motivation and Self-efficacy Theory ------------------------------------------------------ 39
Self-efficacy ---------------------------------------------------------------------------- 40
Outcome expectancy ------------------------------------------------------------------- 41
Expectancy value theory of achievement motivation ---------------------------- 43
Self-efficacy and achievement motivation ------------------------------ 48
CHAPTER THREE : METHODOLOGY -------------------------------------------------------- 53
Participants -------------------------------------------------------------------------------------- 53
Project Design -------------------------------------------------------------------------------- 55
Constructive and cooperative learning ---------------------------------------------- 56
Authentic and active ------------------------------------------------------------------- 56
Procedure --------------------------------------------------------------------------------------- 57
Materials --------------------------------------------------------------------------------------- 61
Video recording equipment ----------------------------------------------------------- 61
Editing software ----------------------------------------------------------------------- 61
Students’ video production ---------------------------------------------------------- 61
Instrument --------------------------------------------------------------------------------------- 62
The questionnaire of learners’ motivation in English learning ----------------- 63
The validity and reliability of the motivation questionnaire --------------------- 65
The questionnaire of English learning motivation, self-efficacy and video production project participation ---------------------- 67
Data Collection -------------------------------------------------------------------------------- 69
Data Analysis ---------------------------------------------------------------------------------- 71
Collection of questionnaires ----------------------------------------------------------------- 73
CHAPTER FOUR : RESULTS AND DISCUSSIONS ------------------------------------------ 75
Results of English Learning Motivation --------------------------------------------------- 76
The comparison between pre- and post-English learning motivation
questionnaire by mean scores ---------- 77
The comparison between pre- and post-English learning motivation questionnaire by paired sample t-test ---------- 82
The comparison between pre- and post-English learning motivation questionnaire by four dimensions ---------- 84
The relationship between groups with different group atmospheres and their English learning motivation in pre-English learning motivation questionnaire ---------- 89
The comparison between pre- and post-English learning motivation questionnaire by groups ---------- 92
Results of Self-efficacy ---------------------------------------------------------------------- 94
Results of Participants’ Perceptions on Video Production Projects --------------------- 97
The comparison between BA groups’ responses and FSCD groups’ responses toward video production project participation questionnaires --------------------- 104
CHAPTER FIVE : CONCLUSION --------------------------------------------------------------- 113
Summary of the Study ------------------------------------------------------------------------ 113
The Major Findings ---------------------------------------------------------------------------- 114
The difference of learners’ motivation in English learning after participating in video production projects --------------- 114
The relationship among participants’ self-efficacy and their English learning motivation after participating in video production projects and grades of project work --------------- 116
Participants’ perceptions of video production projects on their English learning ---------- 117
Pedagogical Implications --------------------------------------------------------------------- 118
Limitation and Future Research -------------------------------------------------------------- 120
REFERENCES --------------------------------------------------------------------------------------- 123
APPENDIX A English learning motivation questionnaire ------------------------------- 131
APPENDIX B The hand out of video production project ------------------------------- 133
APPENDIX C The feedback worksheet ------------------------------------------------------ 134
APPENDIX D English learning motivation, self-efficacy and participation in video production project questionnaire ----- 136
APPENDIX E Questionnaire of building experts’ validity --------------------------------- 140
APPENDIX F English version of questionnaire ---------------------------------------- 148
APPENDIX G Questions of group interview ---------------------------------------------- 152









LIST OF TABLES

Table 3.1 The experts’ suggestions for the items in the questionnaire of participants’ motivation in English learning ------------------------------------------------------- 66
Table 3.2 The experts’ suggestions for the items in the questionnaire of self-efficacy --------------------------------------------------------------------------------------------- 68
Table 3.3 The overall return rates of questionnaires------------------------------------------- 74
Table 4.1 Comparison of mean scores between pre- and post-English learning motivation questionnaires ------------------------------------------------------------- 78
Table 4.2 Results of paired-sample t test on scores of pre- and post-English learning motivation questionnaire for all participants --------------------------------------- 82
Table 4.3 Results of paired-sample t test on scores of pre- and post-English learning motivation questionnaire for all participants on the four dimensions ----------- 84
Table 4.4 Results of normality on scores of pre-English learning motivation questionnaire between BA and FSCD ----------------------------------------------- 90
Table 4.5 Results of homogeneity on scores of pre-English learning motivation questionnaires between BA and FSCD ---------------------------------------------- 90
Table 4.6 Results of independent t test on scores of pre-English learning motivation questionnaire ---------------------------------------------------------------------------- 91
Table 4.7 Results of independent t test on scores of post-English learning motivation questionnaire ---------------------------------------------------------------------------- 91
Table 4.8 Results of paired-sample t tests on scores of pre- and post- motivation questionnaire for BA and FSCD ----------------------------------------------------- 92
Table 4.9 Average grades of participants’ self-efficacy and video project ----------------- 95
Table 4.10 Results of Pearson correlation coefficient on scores of participants’ self-efficacy and post-English learning motivation questionnaire --------------- 96
Table 4.11 Results of video production project participation questionnaires --------------- 98
Table 4.12 Comparison between BA participants’ responses and FSCD participants’ responses toward video production project participation questionnaires --------------------------------------------------------------------------------------------- 105






LIST OF FIGURES

Figure 2.1 The workflow of video production ----------------------------------------------- 15
Figure 2.2 Five Attributes of Meaningful Learning Are Interdependent ----------------- 27
Figure 2.3 Diagrammatic representation of the difference between efficacy expectation and outcome expectations ------------------------------------------ 42
Figure 2.4 A social cognitive expectancy-value model of achievement motivation ----------------------------------------------------------------------------------------- 46
Figure 2.5 The model of self-efficacy operation --------------------------------------------- 49
Figure 3.1 The framework of video production project ------------------------------------ 60


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