臺灣博碩士論文加值系統

行動VoiceTube 是一免費使用的英語軟體系統且可隨時隨地進行學習的工具。教師在實驗組的英語課程中介紹該系統，試圖了解學生課後以非正式方式學習的情況。本研究目的有三:(1)探討科技大學生非正式使用VoiceTube對於英語學習成效的影響。(2)分析哪些系統特性(影片播放功能、字幕功能、句子重複播功能、字典功能)及學習內容特性(影片分級功能、影片內容多樣性)會影響科技大學學生對VoiceTube的知覺易用性及知覺有用性。(3)分析科技大學學生對Vocietube之知覺易用性、知覺有用性與英語學習成效之相關性。
本研究採用準實驗研究法進行研究。以原班隨機分派為實驗組與控制組進行為期十二週的分組實驗，研究對象為新北市某科技大學一年級六個班級學生共226人(4班初級，2班中級)。同級研究中一班為實驗組於課後使用VoiceTube進行非正式學習，另一班為控制組並未使用VoiceTube學習。依據前後測數據比較兩組學生英語學習成就上的差異，並請實驗組學生填寫問卷了解使用VoiceTube的觀點。
本研究結果如下：
一、 初級實驗組之英語學習成就(TOEIC聽力成績、TOEIC閱讀成績)，僅聽力成績達顯著差異;閱讀成績則否。在排除前測成績影響，實驗組後測聽力成績優於控制組後測聽力然而閱讀成績則略低於控制組後測閱讀。中級實驗組之英語學習成就(TOEIC聽力成績、TOEIC閱讀成績)，聽力與閱讀成績皆達顯著差異;在排除前測成績影響下，中級實驗組後測聽力顯著優於控制組後測聽力成績而閱讀成績也顯著優於控制組後測閱讀。
二、參與者對於VoiceTube系統知覺易用性程度分別為(1)影片多樣化功能(2)字典功能(3)字幕功能。參與者對於VoiceTube系統知覺有用性程度分別為(1)影片播放功能(2)句子重複播放功能與(3)影片多樣化功能(4)影片分級功能(5)字典功能。
三、實驗組學生實驗前後的聽力差異(後測減前測)、閱讀差異(後測減前測)、知覺易用性與知覺有用性間之相關分析如下:(1)實驗前後聽力差異與知覺易用性之間呈現微弱相關。(2)實驗前後的聽力差異與知覺有用性之間呈現微弱相關。(3)實驗前後的閱讀差異與知覺易用性之間呈現微弱相關(4)實驗前後的閱讀差異與知覺有用性之間呈現低相關。
四、50%實驗組學生對於課後使用VoiceTube持正向看法。

Mobile VoiceTube is a free software system that can be used as a tool to learn English anytime and anywhere. For the experimental group, the teacher introduced the system during the English course so that they could understand the situation of their students’ learning after class. This aims of the study were

1. To explore university of science and technology students’ informal use of VoiceTube on their English learning performances.

2. To analyze which system characteristics (video playback, caption, sentence repeat playback, and dictionary functions) and learning content characteristics (video grading and variety of video functions) would influence perceived ease of use (PE) and perceived usefulness (PU).

3. To examine the correlation between PE, PU, and English learning performance.
A quasi-experimental method was adopted for this study. The students were randomly assigned by their original classes to either the experimental or control group for 12 weeks. The participants were first-year students from a university of science and technology located in New Taipei City. There were 226 students from six classes (four primary-level and two intermediate-level proficiency classes). Both primary-level and intermediate-level students in the experimental group used VoiceTube for informal learning, while those in the control group did not. The two groups’ differences in English learning outcomes were determined by comparing their pre- and post-tests. Additionally, students from the experimental group were invited to complete a survey questionnaire to better understand their usage of VoiceTube. The results of the survey were as follows:

1. For the primary-level experimental group’s learning outcomes (Test of English for International Communication [TOEIC] listening and reading results), there was a significant difference in their pre-listening and post-listening while there was no difference for reading. After excluding the influence of the pre-test results, the post-listening score of the primary-level experimental group students was better than that of the students in the control group while the post-reading score was somewhat lower than that of the students in the control group. For the intermediate-level experimental group’s outcomes, there was a significant difference between their pre- and post-listening and post-reading. After excluding the influence of the pre-test, all students in the experimental groups had higher post-listening and post-reading than those in the control group.

2. VoiceTube system characteristics (dictionary and caption functions) and learning content characteristics (variety of video function) would influence PE, while VoiceTube system characteristics (video playback function, sentence playback function and dictionary function) and learning content characteristics (variety of video function and graded) would influence PU.

3. For PE of VoiceTube’s functions, the participants’ rankings were (a) variety of videos function, (b) dictionary function, and (c) caption function. For PU of VoiceTube’s functions, the ranking by the participants were (a) video playback function, (b) sentence repeat playback function, (c) variety of videos function, (d) video grading function, and (e) dictionary function.

4. For the experimental group’s students, regarding the production-moment correlation among listening improvement (LI), reading improvement (RI), PE, and PU, the results were as follows: (a) LI was weakly correlated with PE; (b) LI was weakly correlated with PU; (c) RI was weakly correlated with PE; (d) RI was modestly correlated with PU.

5. About half of experimental group students held positive views about VoiceTube usage.

CHINESE ABSTRACT------------------------------i
ABSTRACT------------------------------------iii
誌謝-----------------------------------------vi
TABLE OF CONTENT----------------------------vii
LIST OF TABLES-------------------------------ix
LIST OF FIGURES-----------------------------xii
CHAPTER ONE INTRODUCTION----------------------1
1.1. Preface----------------------------------1
1.2 Research Objective-----------------------6
1.3 Term Definition--------------------------9
CHAPTER TWO LITERATURE Review----------------10
2.1 Mobile Learning-------------------------10
2.2 Mobile Assisted Language Learning-------13
2.3 WEB 2.0 & YouTube-----------------------19
2.4 VoiceTube-------------------------------22
2.5 Dual Coding Theory----------------------24
2.6 Research on DCT and English Learning----27
2.7 DCT and the Mobile Language Learning----29
2.8 Technology Acceptance Model-------------31
CHAPTER THREE METHOD-------------------------42
3.1. Research Design-------------------------42
3.2. Participant-----------------------------43
3.3. Research Instruments--------------------43
3.4. Research Procedure----------------------47
3.5. Data Analysis Methods and Research
Structure-------------------------------48
CHAPTER FOUR RESULTS and DISCUSSION----------50
4.1. Results for Research Question one-------50
4.2. Results for Research Question two-------64
4.3. Results for Research Question three-----76
4.4 Discussion------------------------------77
CHAPTER FIVE CONCLUSION----------------------87
5.1 Research Implication--------------------87
5.2 Research Limitation---------------------89
5.3. Research Recommendation-----------------90
REFERENCE------------------------------------91
APPENDIX A----------------------------------101
APPENDIX B----------------------------------107
APPENDIX C----------------------------------110
APPENDIX D----------------------------------111

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