臺灣博碩士論文加值系統

外語溝通是培養學生應具備的重要技能之一。英語為非母語地區如台灣，為了協助學生掌握將來在職場上的國際溝通能力，於大學開設職場英語如餐旅英文課程主要是培養職場的英語能力，以因應未來工作中溝通需求。尤其口語更是被視為從業人員重要指標能力。外語學習中，情境是語言習得的重要因素，也就是提供學生有意義的語言培訓任務和在真實環境中練習的機會，但是一般課堂活動提供的情境卻是有限的。虛擬實境為科技運用中被公認能提供學習者豐富外語學習的情境。先前研究更是指出不同的認知風格會讓學生在運用科技學習語言上產生不一樣的表現，而且認知風格對於科技學習的研究於近年有增加的趨勢。然而，在虛擬實境中的研究卻鮮少探討此差異對數位科技英語口語表現之影響。本研究旨在探討不同認知風格的學生在互動環景影像虛擬實境中的口語表現、口語焦慮及學習動機。因此，在台灣北部一所科技大學餐旅英文課程，建置以互動環景影像虛擬實境工具呈現之英文數位教材，進行一個準實驗設計，由選修餐旅英文課程的兩個班級學生參與實驗。實驗組採用互動環景影像虛擬實境情境式學習;控制組使用一般多媒體教材進行學習。學生經由完成隱藏圖形辨認測驗，並透過口語報告、英語口說焦慮量表、及學習動機量表進行量化研究分析，從而檢視互動環景影像虛擬實境學習及一般多媒體學習對場域獨立及場域依賴的學習者之間的口語表現差異。本研究分析結果顯示,認知風格(場獨立與場依賴)和學習模式(互動環景影像虛擬實境學習模式與一般多媒體學習模式)之間與學習者口語表達、英語口說焦慮有交互作用影響。學生的口語表達中的語步及學習動機在互動環景影像虛擬實境學習模式較佳。本研究貢獻為使用虛擬實境工具作為數位語言教材融入課室教學，可以提供語言學習所需情境，了解不同認知風格的學生，藉以供研究虛擬實境工具之相關參考及外語學習及教學方法的一些未來改進策略。

In this study, the use of virtual reality (VR) as a learning mode has been adopted to provide realistic sociocultural contexts for language learning. Digital learning content was designed by using interactive spherical video-based virtual reality (ISVVR) in an English for Tourism and Restaurants course. To investigate the effects of the interaction between cognitive style and multimedia learning mode on students’ learning motivation, speaking anxiety, oral presentation and move analysis, a pretest-posttest quasi-experimental design was conducted. The student sample consisted of two classes of 93 students (59 males and 34 females). One class with 54 students (19 females, 35 males) was the experimental group, and the other class with 39 students (15 females, 24 males) was the control group. All of the students took the Group Embedded Figures Test (GEFT) to identify whether their cognitive style was field dependent or independent. The results showed a significant effect for the interaction between the cognitive styles and the learning modes on the students’ oral presentation and speaking anxiety. The participants who learned with the ISVVR learning mode had better results than those who learned with the conventional multimedia mode in terms of increased learning motivation. Their move structures in oral presentations with the ISVVR learning mode showed more similar spoken genre patterns with TED speakers. Findings further support the benefit of incorporating cognitive styles into the ISVVR learning mode for EFL learners.

Contents
摘要 i
Abstract ii
Acknowledgments iii
Contents v
List of Figures vi
List of Tables vii
1. Introduction 1
1.1. Rationale and contributions of the research 3
1.2. Research questions 4
2. Literature review 6
2.1. Technology-Enhanced Foreign Language Learning 6
2.2. Situated language learning 7
2.3. Virtual Reality 9
2.4. Cognitive style 11
3. Instructional design 14
3.1. Instructional content 14
3.2. The ISVVR application 16
3.3. The features of the ISVVR 18
4. Experimental design 22
4.1. Participants 22
4.2. Experimental procedure 23
4.3. Instruments 26
4.3.1. The oral presentation rubrics 26
4.3.2. The coding scheme for assessing students’ oral presentations 28
4.3.3. The questionnaire of learning motivation 32
4.3.4. The EFL Speaking Anxiety Questionnaire 32
4.3.5. The Group Embedded Figures Test 32
4.4. Data collection and analysis 33
5. Results 33
5.1 Analysis of GEFT scores of the participants 33
5.2 Analysis of Oral presentation 35
5.2.1 Move analysis for assessing students’ oral presentation 38
5.2.2 Analysis of the move structures for the post-oral presentations 38
5.3 Analysis of speaking anxiety 43
5.4 Analysis of learning motivation 46
6. Discussion and conclusions 48
References 55
Appendixes 68

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