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研究生:黃曉婷
研究生(外文):HUANG, HSIAO-TING
論文名稱:數位學習對於EFL國小學童英文學習之影響:以Cool English為例
論文名稱(外文):Effects of E-Learning on EFL Elementary School Students’ Learning Performance: Cool English as an Example
指導教授:彭登龍彭登龍引用關係
指導教授(外文):PENG, TENG-LUNG
口試委員:楊士賢謝文敏
口試委員(外文):YANG, SHIH-HSIENHSIEH, WEN-MIN
口試日期:2020-07-08
學位類別:碩士
校院名稱:國立雲林科技大學
系所名稱:應用外語系
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:2020
畢業學年度:108
語文別:英文
論文頁數:126
中文關鍵詞:數位學習情感濾網英文學習
外文關鍵詞:e-learningthe affective filterEnglish learning
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近年來,在外語教學上,使用數位學習輔助教學的方式快速增長。學者Krashen (1982)指出,情感濾網為阻礙語言習得的關鍵因素,學習者的動機、自信心及焦慮,將影響其學習成就。然而,過去的研究較少針對數位學習及情感濾網假說之間的關聯性進行討論。因此,本研究旨在探討數位學習對國小學生英文學習之影響,以及國小學生對於使用數位學習網站學習英文之看法。研究對象為台灣中西部一所國小之五年級學生,其中六位為男生,八位為女生。研究資料包含聽力前後測、問卷前後測及訪談。研究結果顯示學習者的情緒與英文學習表現有著關連性存在,數位學習環境可提升學習者的學習動機、增加其自信心,並降低其學習焦慮,而當情感濾網指數較低時,學習者將表現得更出色。
Recently, e-learning for learning English as a Foreign Language (EFL) has increased rapidly. According to Krashen (1982), the affective filter which includes motivation, self-confidence, and anxiety is a mental block or psychological language barrier in second language acquisition. However, little research has been devoted to the relationship between e-learning and the affective filter hypothesis. Therefore, this study aimed to explore the effects of e-learning on EFL elementary students’ learning performance, also examining students’ perceptions of learning English through e-learning. The participants of the study were fourteen EFL fifth grade elementary school students in a country in central-west Taiwan, of which, six were male and eight were female. Data for the study were obtained using both quantitative and qualitative research methods, including pretest and posttest, pre-questionnaire and post-questionnaire, and interviews. There was a positive correlation between the emotional variables and participants’ learning performance, suggesting that an e-learning environment can boost learners’ motivation, enhance learners’ self-confidence, and reduce learners’ anxiety. Learners will perform better when the affective filter is low.
TABLE OF CONTENTS
摘要........................................................................... i
ABSTRACT............................................................................................. ii
ACKNOWLEDGEMENTS.................................................................... iii
TABLE OF CONTNETS......................................................................... iv
LIST OF TABLES .................................................................................viii
LIST OF FIGURES............................................................................. xi
CHAPTER ONE: INTRODUCTION.................................................... 1
1.1 Background .................................................................................. 1
1.2 Purpose of the Study .................................................................... 5
1.3 Research Questions ...................................................................... 5
1.4 Significance of the Study ............................................................. 6
1.5 Definition of Terms ..................................................................... 7
CHAPTER TWO: LITERATURE REVIEW .................................... 9
2.1 Introduction ................................................................................ 9
2.2 Affective Filter Hypothesis......................................................... 10
2.3 Motivation................................................................................... 12
2.4 Anxiety....................................................................................... 14
2.5 Self-confidence........................................................................... 15
2.6 E-learning/CALL and EFL Teaching......................................... 16
2.7 Summary of Literature Review.................................................. 18
CHAPTER THREE: RESEARCH METHOD .................................. 24
3.1 Introduction ................................................................................ 24
3.2 Research Design ........................................................................ 24
3.3 Participants ................................................................................ 28
3.4 Instruments ................................................................................. 28
3.4.1 Pre-questionnaire and Post-questionnaire ........................ 28
3.4.2 Listening Pretest and Posttest ........................................... 30
3.4.3 Material: Cool English (an E-Learning Platform) .......... 31
3.4.4 Interview .......................................................................... 37
3.5 Data Collection Procedures........................................................ 37
3.6 Data Analysis ............................................................................. 38
CHAPTER FOUR: RESULTS AND DISCUSSION ......................... 41
4.1 Results and Discussion for Research Question 1 ...................... 41
4.1.1 14 Participants’ Learning Performance in the Pretest and Posttest ............................................................................ 41
4.1.2 13 Participants’ Learning Performance in the Pretest and Posttest ............................................................................ 43
4.1.3 Interview Transcript of Student 7 ............................... 44
4.1.4 Discussion of the Results for Research Question One .... 46
4.2 Results and Discussion for Research Question 2 ...................... 47
4.2.1 Interviews on Participants’ Perceptions of Learning
English through Cool English ........................................ 47
4.2.2 The Relationship between Listening Posttest and Post-questionnaire .................................................................. 55
4.2.3 Descriptive Statistics for Pre-questionnaire and Post-questionnaire .................................................................. 56
4.2.4 Results Regarding Motivation ......................................... 56
4.2.5 Results Regarding Anxiety............................................... 60
4.2.6 Results Regarding Self-confidence................................... 65
4.2.7 Discussion of the Results for Research Question Two .... 69
CHAPTER FIVE: CONCLUSIONS AND IMPLICATIONS ......... 75
5.1 Summary of Research Findings ................................................. 75
5.2 Pedagogical Implications ........................................................... 76
5.3 Limitations of the Study ............................................................ 77
5.4 Suggestions for Future Research................................................ 78
REFERENCES ..................................................................................... 79
APPENDICES ....................................................................................... 86
Appendix A: Lesson Plan .............................................................. 86
Appendix B: Consent Form............................................................... 94
Appendix C: Affective Filter Questionnaire (Chinese Version) ...... 95
Appendix D: Affective Filter Questionnaire (English Version) .... 99
Appendix E: Interview Questions .................................................. 103
Appendix F: Interview Transcription............................................. 104


LIST OF TABLES

Table 2.1 Related International and Domestic Research Regarding the Affective Filter Hypothesis .................................................. 19
Table 2.2 Related International Research on Motivation ...................... 20
Table 2.3 Related International and Domestic Research on Anxiety .... 20
Table 2.4 Related International Research on Self-confidence ............... 22
Table 2.5 Related International and Domestic Research on E-learning and EFL Teaching ................................................................ 23
Table 3.1 The Course Syllabus .............................................................. 26
Table 3.2 Research Questions, Data Sources, and Methods .................. 40
Table 4.1 Descriptive Statistics for GEPT Kids Listening
Comprehension Test .............................................................. 42
Table 4.2 Paired Samples Statistics for GEPT Kids Listening
Comprehension Test ............................................................. 43
Table 4.3 Descriptive Statistics for GEPT Kids Listening
Comprehension Test .............................................................. 44
Table 4.4 Paired Samples Statistics for GEPT Kids Listening
Comprehension Test ............................................................. 44
Table 4.5 Interview Transcription and Analysis of S7 .......................... 45
Table 4.6 Students’ Responses on the Improvement of English Performance........................................................................... 48
Table 4.7 Students’ Responses on Motivation ....................................... 49
Table 4.8 Students’ Responses on Self-confidence ............................... 50
Table 4.9 Students’ Responses on Anxiety............................................. 51
Table 4.10 Students’ Responses on Learning Difficulties through
Cool English ....................................................................... 53
Table 4.11 Students’ Responses on Rewarding Experience ................... 54
Table 4.12 Students’ Suggestions .......................................................... 54
Table 4.13 Correlation of English Listening Performance and the
Affective Filter Post-questionnaire ..................................... 55
Table 4.14 Descriptive Statistics for Pre-questionnaire and Post-questionnaire ....................................................................... 56
Table 4.15 Correlation of Listening Posttest and Motivation Post-questionnaire ....................................................................... 57
Table 4.16 Descriptive Statistics for Motivation Pre-questionnaire and Post-questionnaire: Category .............................................. 57
Table 4.17 Descriptive Statistics for Motivation Post-questionnaire:
Each Item ........................................................................... 58
Table 4.18 Interview Responses Related to Motivation ........................ 60
Table 4.19 Correlation of Listening Posttest and Anxiety Post-questionnaire ....................................................................... 61
Table 4.20 Descriptive Statistics for Anxiety Pre-questionnaire and
Post-questionnaire: Category ............................................. 62
Table 4.21 Descriptive Statistics for Anxiety Post-questionnaire:
Each Item ........................................................................... 63
Table 4.22 Interview Responses Related to Anxiety ............................. 64
Table 4.23 Correlation of Listening Posttest and Self-confidence
Post-questionnaire .............................................................. 66
Table 4.24 Descriptive Statistics for Self-confidence
Pre-questionnaire and Post-questionnaire: Category .......... 66
Table 4.25 Descriptive Statistics for Self-confidence
Post-questionnaire: Each Item ............................................ 67
Table 4.26 Interview Responses Related to Self-confidence.................. 69


LIST OF FIGURES

Figure 2.1 The Theoretical Framework of This Study .......................... 10
Figure 2.2 The Input Hypothesis ........................................................... 11
Figure 3.1 The Study Procedure ............................................................. 27
Figure 3.2 Home Page of Cool English for Elementary Students ......... 32
Figure 3.3 Textbook Supplement Section ............................................. 33
Figure 3.4 Listening Section .................................................................. 33
Figure 3.5 Speaking Section .................................................................. 34
Figure 3.6 Reading Section ................................................................... 34
Figure 3.7 Thematic Vocabulary Section .............................................. 35
Figure 3.8 Games Section ...................................................................... 36
Figure 3.9 Remedial Education Section ................................................ 36

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