臺灣博碩士論文加值系統

英語在臺灣被視為第二外語，並且已融入國小正規課程中多年。而教學的過程直接影響到學生的學習成效，目前臺灣大多是以教科書以及課程講義的方式來實施英語教學，如此可能會減少了學生的學習意願和興趣，進而限制其學習成效，然而，若能在學習的過程中增加對學習環境的感受，可能提升學生的英語學習成效，因此，本研究旨在探討不同學習情境真實性下，國小學生在英語學習上之影響。本研究以準實驗研究法，對臺灣某國小五年級三個不同班級的學生，共60人進行三週實驗教學，分別為傳統式教學（低情境真實性）、影片式教學（中等情境真實性）及互動式教學（高情境真實性）三種不同的學習情境，使用前測與後測評量來分析學生英語聽、說、讀、寫之學習成效，並透過問卷調查瞭解學生對課程之學習感受與學習態度。本研究結果顯示在較高的學習情境真實性下，學生的口說與聽力能力較佳，但在較低的學習情境真實性下，其寫作能力較佳，且互動式教學較容易激發學習者的學習興趣，並且幫助他們在課堂上的專注力。期望本研究可作為未來國小英語教學之參考。

English is the foreign language (EFL) in Asia, and has been introduced into a regular curriculum in most of the primary schools. The educational process directly affects the learning efficiency of students. Learning process involved more “real feeling” might help the students understanding the content of the course more efficiently; basing on this idea, the paper compares the relation between the learning efficiency and the educational process with different levels of fidelity. Three types of courses, traditional learning, video learning and interactive learning, are designed based on the same content but with different levels of fidelity. The courses were delivered to 60 students divided into three groups respectively in Taiwan for three weeks; the students were pre- and post-tested with the exams to identify their English ability before and after the courses. Finally, they were requested to fill up a questionnaire designed to invite their feeling about the courses. The results indicate that the students have better oral and listening ability when in the learing environment with higher fidelity, but have better writing ability when in the learing environment with lower fidelity. The interactive education is easier to arouse the learner’s interest and help them concentrating trough the class. This study indicates the importance of the educational fidelity to the learning efficiency of an English learner, and might yield a valuable perspective on the course designing for the primary students in the future.

Table of Contents

Abstract i
Table of Contents ii
List of Tables iv
List of Figures v

Chapter I Introduction
1-1 Background 1
1-2 Research Motivation 1
1-3 Research Purpose 2

Chapter II Literature Review
2-1 Situated Learning 4
2-2 Learning Effect 5
2-3 Learning Interest 7

Chapter III Method
3-1 Research Concept 10
3-2 Research Participants 10
3-3 Research Instrument 11
3-4 Instructional Methods 11
3-5 Validity and Reliability 13

Chapter IV Results
4-1 Analysis of Learning Efficiency 16
4-2 Quantitative Analysis of Questionnaire Data 19
4-3 Qualitative Analysis of Questionnaire Data 21

Chapter V Conclusions and Suggestions 27

References 29

Appendix A: The Post Test 34

Appendix B: The Questionnaire of the Traditional Education 35

Appendix C: The Questionnaire of the Video Education 37

Appendix D: The Questionnaire of the Interactive Education 39

Hjh. Siti Akmar Abu Samah, Hj. Kamaruzaman Jusoff and Abu Daud Silong, “Does Spoon-feeding Impede Independent Learning?”, Canadian Social Science, 5, 3, 2009.
John R. Anderson, Lynne M. Reder, and Hebert A. Simon” Situated Learning and Education”, Educational Researcher, 25, 5-11, 1996.
Lave, J., and Wenger, E. “Situated learning: Legitimate peripheral participation,” New York: Cambridge University Press, 1991.
“Mobile blogs in language learning: making the most of informal and situated learning opportunities”, ReCALL, 21, 96-112, 2009.
Ronald A. Fisher., “The Correlation Between Relatives on the Supposition of Mendelian Inheritance,” Philosophical Transactions of the Royal Society of Edinburgh, 52, 399–433, 1918.
Scheffé, H., “The Analysis of Variance” New York: Wiley, 1999.
Les M. Lunce, “Simulations: Bringing the benefits of situated learning to the traditional classroom,” Journal of Applied Educational Technology, 3, 37-45, 2006.
American Association of Law Libraries (2014). Writing learning outcomes. Retrieved from http://www.aallnet.org/prodev/outcomes.asp.
Ainley, M., Hidi, S., & Berndorff, D. (2002). Interest, learning and the psychological process that mediate their relationship. Journal of Educational Psychology, 94(3), 545-561.
CHEA (2006). Special report: Accreditation and accountability. Washington, DC: CHEA.
Chen, A., Darst, P. W., Pangrazi, R.P. (2007). What constitutes situational interest? Validating a construct in physical education. Measurement in Physical Education and Exercise Science. 3(3), 157-180.
Deway, J. (1913). Interest and effort in education. The Journal of Education Vol. 78, No. 16 (1952) (OCTOBER 30, 1913), p. 440
Krapp, A., Hidi, S., Renninger, K.A. (1992). The role of interest in learning and development. Hillsdale, New Jersey: Erlbaum.
Kraiger, K., Ford, J. K., & Salas, E. (1993). Application of cognitive, skill-based, and affective theories of learning outcomes to new methods of training evaluation. Journal of Applied Psychology, 78(2), 311-328.
Schraw, G., & Lehman, S., (2001). Situational interest: A review of the literature and directions for future research. Educational Psychology Review, 13(1).
Saman Khaksefidi (2015). Foreign Language Teaching in Iran: A Model for Effective EFL Teaching in the Iranian Context. Theory and Practice in Language Studies. Vol. 5, No. 5, pp. 1060-1071.
Rashed Alghamdi & Robyn Gillies (2013). The Impact of Cooperative Learning in Comparison to Traditional Learning (Small Groups) on EFL Learners’ Outcomes When Learning English as a Foreign Language. Asian Social Science; Vol. 9, No. 13.
Yuen Chee Keong, Omar Albadry and Wisam Raad (2014). Behavioral Intention of EFL Teachers to Apply E-Learning. Journal of Applied Sciences 14 (20): 2561-2569.
Marjan Sobhani & Farhad Tayebipour (2015). The Effects of Oral vs. Written Corrective Feedback on Iranian EFL Learners’ Essay Writing. Theory and Practice in Language Studies, Vol. 5, No. 8, pp. 1601-1611.
Ali Akbar Khansir & Jamshid Gholami Dashti (2014). The effect of Question-Generation Strategy on Iranian EFL Learners’ Reading Comprehension Development. English Language Teaching; Vol. 7, No. 4.
Farhad Ghorbandordinejad & Zahra Bayat (2014). The Effect of Cross-cultural Background Knowledge Instruction on Iranian EFL Learners’ Reading Comprehension Ability. Theory and Practice in Language Studies, Vol. 4, No, 11, pp. 2373-2383.
Nowreyah A. Al-Nouh, Muneera M. Abdul-Kareem & Hanan A. Taqi (2014). Primary School EFL Teachers’ Attitudes towards Creativity and Their Perceptions of Practice. English Language Teaching; Vol. 7, No. 9.
Nowreyah A. Al-Nouh, Hanan A. Taqi & Muneera M. Abdul-Kareem (2014). EFL Primary School Teachers’ Attitudes, Knowledge and Skills in Alternative Assessment. International Education Studies; Vol. 7, No. 5.
Ming Huei Lin (2015). Learner-Centered Blogging: A Preliminary Investigation of EFL Student Writers’ Experience. Educational Technology & Society, 18 (4), 446-458.
Wang (2014). Evaluation of Student Orientation learning from the effectiveness of the connotation of quality assurance mechanisms. Journal of Educational Research, 207, 5-7.
Chi (2012). Student learning outcomes and Accountability-Internal and external quality assurance role. Journal of Evaluation Bimonthly Research, 37, pp. 58-61.
Chen (1995). The computer applications in education. Journal of Special Education 11 (1), 18-21.
Huang (2013). The ability from knowledge to observation: the suggestion and tactics to evaluate the learning effect. Journal of Evaluation Bimonthly Research, 44, 16-23.
Hidi, S., & Baird, W. (1986). Interestingness: Neglected variable in discourse processing. Cognitive Science, 10, 179-194.
Hidi, S., & Renninger, K. A. (2006). The Four-Phase Model of Interest Development. Educational Psychologist, 41(2), 111-127.
Renninger, K.A. (2002). Individual interest and its implications for understanding intrinsic motivation. In C. Sansone & J.M.
Renninger, K. A., & Hidi, S. (2011). Revisiting the conceptualization, measurement, and generation of interest. Educational Psychologist, 46(3), 168-184.
Mohanan (2000). Circularly Polarized Compact Microstrip Antenna. Microwave and optical technology letters Vol. 26, No. 5.
Swain (1985). Communicative competence: some roles of comprehensible input and comprehensible output in its development. Vol. 14, pp. 235.
Schiefele (1999). Interest and learning from text. Scientific Studies of Reading, 3, 257-279.