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研究生:鄧凱日
研究生(外文):TENG,KAI-JIH
論文名稱:智慧型手機軟體對學習單字的效益:個案研究
論文名稱(外文):The Effectiveness of Using Smart Phone App to Learn English Vocabulary: A Case Study
指導教授:陳品如陳品如引用關係
指導教授(外文):CHEN,PING-JU
口試委員:戚建華曾俊傑
口試委員(外文):CHI,JIAN-HUATSENG,JIUN-JIE
口試日期:2016-06-29
學位類別:碩士
校院名稱:東吳大學
系所名稱:英文學系  
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2016
畢業學年度:104
語文別:英文
論文頁數:73
中文關鍵詞:行動學習
外文關鍵詞:Mobile Learning
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許多研究已證實電腦輔助對語言學習是有益的。目前大多數研究把重心放在電腦對語言學習的表現,僅有少數研究著重在手機應用程式方面。為了檢視手機輔助對單字學習的成效,本研究將一所北台灣公立高中33位受試者按其是否使用iPhone手機分為兩組。研究工具包含前測、後測、問卷調查以及半開放式訪談。
本研究所採用的手機程式只適用於iPhone,此單字程式的特色在於聲音、圖檔以及諧音法,33位高中生參予這項為期12週的研究。受試者被要求學習手機程式裡指定的90個單字。具體來說,實驗組使用手機程式來學習單字,而控制組則透過紙本資料做學習。為了評估受試者起點行為,本研究先針對兩組受試者做前測。研究過程中,研究者使用手機程式Line監控兩組學習狀況; 兩組受試者被要求每天至少15分鐘學習指定單字。經過12週的自主學習後,受試者做後測來檢視受試者學習單字後的成效。後測的試題內容和前測一樣,僅在題目的順序上做改變。
研究結果顯示,兩組受試者均在單字學習上有顯著進步。然而,實驗組的進步成效更是相對較顯著。再者,問卷調查結果顯示大多數的受試者均認為使用手機學習單字很便利,而且實驗所採用的單字軟體也提高了受試者學習單字的意願。然而,受試者認為使用手機學習單字的缺點之一是電力快速消耗。其次是使用手機對眼睛所造成的傷害。為了更深入了解受試者在使用本軟體時的狀況,研究者針對受試者進行半開放式訪談。結果顯示,此軟體最吸引受試者的特色在於諧音法記憶單字。受試者也認為此軟體所使用的插圖也很有趣,令人印象深刻。論及到本軟體的缺點時,受試者認為此軟體所提供的免費單字不足,如果想要學習更多單字還必須花費120 NT。此外,由於此軟體沒有針對單字提供例句也被認為是缺點之一,因為受試者反應不知道要如何正確使用單字。
總結,藉由與傳統紙本方式學習單字比較之後,本研究認為手機單字軟體對於學習單字是比較有效率的。此外,透過問卷調查受試者普遍滿意透過手機軟體來學習單字。本研究最後,受試者也針對如何提升單字軟體的成效提出一些想法。

Many studies have confirmed the benefits of using computers in EFL learning. Along with the ongoing efforts exploring the role of computer as a tool in vocabulary learning, only limited research has focused on the application of smart phone to vocabulary learning. To examine the effectiveness of using smart phone in vocabulary learning, this study compared a control and an experimental group in a public senior high school in the northern Taiwan. The research methods included a pre- and post-test, a perceptions questionnaire, and a semi-structured interview.
The vocabulary app applied in the study is only available in Apple smart phone and it possesses features of sound, image, and mnemonic. Thirty-three senior high school students participated in this 12-week study. The participants were asked to learn 90 assigned words. Specifically, the experimental group learned the vocabulary via smart phone app, while the control group learned the vocabulary through paper-based material. The study began with a pre-test in order to evaluate the participants’ English ability before the study. During the study, the researcher used an app called Line to monitor both groups’ learning; the participants were asked to learn the assigned vocabulary for at least 15 minutes a day. After 12 weeks of self-study, the participants were asked to have a post-test in order to examine their performance in learning vocabulary. The questions of the post-test are the same as those of the pre-test but the orders of the choices were changed.
The finding showed that both groups had significant gains in their vocabulary learning. However, the performance of the experimental group had much more significant gains. Regarding the participants’ perceptions in learning vocabulary via smart phone, the data gathered from the questionnaire revealed that most participants considered that learning vocabulary via smart phone was convenient, and they were more willing to learn vocabulary via this method. However, the participants considered that the defect of using smart phone in learning vocabulary was electricity consumption. Besides, the participants felt that learning vocabulary via smart phone was harmful to their eyes. To find out more in-depth information on the use of the app in learning vocabulary, the researcher conducted a semi-structured interview. The results showed that the most preferred feature of the app by most of the interviewees was mnemonic. The interviewees also felt that the images of the app were interesting and impressive. When it comes to the limitations of the app, the interviewees considered the amount of vocabulary to learn for free on the app was not enough. If they would like to learn more words, they have to pay extra NT$ 120 dollars. Besides, the interviewees considered that the app did not provide a sentence for each word as a defect since they did not know how to use it in a context.
Overall, by comparing the participants’ performance between the experimental group and control group, this study shows that using smart phone in learning vocabulary is a bit more efficient than using paper material. Besides, through the perceptions questionnaire the participants reported that they are satisfied with learning vocabulary via smart phone. Finally, the participants also suggested some extra features for the app to enhance the efficiency of vocabulary learning.

CHINESE ABSTRACT.................................................................................. i
ENGLISH ABSTRACT.................................................................................iii
TABLE OF CONTENTS...............................................................................vi
LIST OF TABLES........................................................................................viii
LIST OF FIGURES......................................................................................ix
CHAPTER 1 INTRODUCTION......................................................................1
Statement of the Problem............................................................................2
Purpose of the Study...................................................................................3
Significance of the Study.............................................................................3
CHAPTER 2 LITERATURE REVIEWS............................................................5
Computer Assisted Language Learning (CALL)............................................5
Behaviorist CALL.........................................................................................6
Communicative CALL..................................................................................6
Interactive CALL..........................................................................................7
Cognitive Theory..........................................................................................7
Information Processing Theory....................................................................9
Working Memory Related to Vocabulary Acquisition................................... 9
Short-term Memory Related to Vocabulary Acquisition..............................10
Image Related to Long-term Memory of Vocabulary Acquisition................11
Mnemonics Related to Vocabulary Learning..............................................12
Learning Vocabulary Related to Smart Phones..........................................13
CHAPTER 3 METHOD................................................................................16
The Research Design.................................................................................16
The Participants.........................................................................................17
The Instruments.........................................................................................18
Data Collection...........................................................................................21
Data Analysis..............................................................................................22
CHAPTER 4 RESULTS & DISCUSSION.......................................................23
The Comparison of the Pre- and Post-test of the Two Groups....................23
Students’ Perceptions on Learning Vocabulary via Smart Phone................28
The Results of the Interview........................................................................30
CHAPTER 5 DISCUSSION & CONCLUSION...............................................36
An Overview of the Study............................................................................36
Discussion...................................................................................................37
The Comparison of the Pre- and Post-test of the Two Groups.....................37
Students’ Perceptions on Learning Vocabulary via Smart Phone.................38
The Results of the Interview.........................................................................39
Implications..................................................................................................41
Pedagogical Implications..............................................................................41
Implication for Research...............................................................................41
Limitations of the Study................................................................................42
Conclusion....................................................................................................43
REFERENCES...............................................................................................46
APPENDIX A
Vocabulary Test (Pre-test)..............................................................................53
APPENDIX B
Vocabulary Test (Post-test).............................................................................56
APPENDIX C
Perceptions Questionnaire on Using Smart Phone to Learn Vocabulary.........59
59 APPENDIX D
Semi-structured Interview Questions..............................................................61
APPENDIX E
Paper-based Vocabularies..............................................................................62
LIST OF TABLES
Table 1 The demographic information on the participants...............................17
Table 2 Descriptive Statistics of Students’ Performances on the Pre-and Post-vocabulary Tests...............................................................................................................24
Table 3 The Paired-Samples t-Test Results of Students’ Performances on the Pre-and Post-vocabulary Tests...............................................................................................................24
Table 4 Students’ Perceptions on Learning Vocabulary via Smart Phone........25
Table 5 Participants’ Feedback on The First Interview Question......................31
Table 6 Participants’ Feedback on The Second Interview Question.................32
Table 7 Participants’ Feedback on The Third Interview Question.....................33
Table 8 Participants’ Feedback on The Forth Interview Question.....................34
Table 9 Participants’ Feedback on The Fifth Interview Question......................35
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