臺灣博碩士論文加值系統

播客是行動輔助語言學習 (MALL)工具之一，對英語學習有很大的助益，尤其對EFL學習者的聽力、口語、發音和詞彙學習都有明顯成效。播客提供免費、在線、充足且真實的錄音檔，可以作為學習者的補充材料。由於大多數國中生的英語學習限於課本，播客的優勢可以用來擴展他們的詞彙知識，並增加聽力的刺激。本研究旨在探討聆聽播客對國中生單字學習的影響，並闡述學生對播客的看法。參與者被分為兩個實驗組(協同組和個人組）和一個對照組。實驗組透過行動裝置在校園內外收聽播客，對照組只收聽由研究人員在課堂上播放的播客。參與者在聆聽播客的同時，也會搭配研究人員設計的學習單來提升單字學習。經過四週的實驗，透過字彙前測、後測和延遲後測的分析來檢驗學生單字學習的效果，並藉由問卷探究學生透過播客學習字彙的態度。結果顯示，與對照組相比，實驗組在後測和延遲後測中的表現明顯更好。 但是，協同組和個人組的詞彙表現在後測和延遲後測中皆沒有發現明顯差異。此外，從問卷的數據來看，實驗組大多數的參與者對播客有正向的看法，兩組實驗組對播客的態度差別不大，而協同組的受試者大都支持將協作融入播客學習。另外，實驗組的參與者認為聽播客對英語學習有很大的助益，很適合自學；然而，有些人認為播客的內容有難度，如果沒有充足的補充教材輔助，學習效果有限。再者，協同組認為小組合作聽播客除了對英語學習有幫助，亦能激發他們的學習動機，但是如果兩人英文程度都不佳，合作就發揮不了作用。最後，根據研究結果，本研究針對國中生聽播客學習單字提出具體的建議。

Among the popular technology-oriented products, podcasts as one of the mobile-assisted language learning (MALL) tools offer support for English language learning. Podcasts are conducive to EFL’s listening, speaking, pronunciation as well as vocabulary learning. They offer free, online, sufficient, and authentic recordings as supplementary material for learners. Since most students confine their English learning to textbooks, the advantages of podcasts can be used to expand their vocabulary knowledge and increase aural input.This study aims to explore the effect of listening to podcasts on the vocabulary learning of junior high school students and elaborate students' attitudes toward podcasts. The participants were divided into two experimental groups (peer-peer group and individual group) and a control group. The experimental groups listened to podcasts on and off campus through mobile devices, and the control group only listened to podcasts played by the researcher in class. The podcasts were paired with a worksheet designed by the researcher to assist vocabulary learning. After a four-week treatment, the effect of students’ vocabulary learning was examined through the analysis of a pretest, a posttest, and a delayed posttest of vocabulary, and the students' attitudes towards learning vocabulary through podcasts were explored with questionnaires.The results demonstrated that the experimental groups performed significantly better on the posttest and the delayed posttest compared to the control group. However, there was no obvious difference found on the vocabulary tests between the peer-peer group and the individual group. Moreover, the experimental group subjects had a positive perceptive on podcasts. Their attitudes toward podcasts did not differ much. Further, the peer-peer group subjects’ opinions on collaboration coupled with podcasts were favorable. According to the participants, podcasts provide benefits for learning English and self-directed learning, but they also have drawbacks including tough content and a lack of supporting resources. Additionally, they remarked that collaboration integrated into podcasts can promote English learning and affective perception, but can be hindered by insufficient English proficiency of both members. Based on the findings, pedagogical implications and suggestions are proposed.

摘要 i
ABSTRACT iii
Acknowledgements v
Table of Contents vi
List of Tables ix
List of Figures x
Chapter 1 INTRODUCTION 1
1.1 Background 1
1.2 Statement of the Problem 1
1.3 Purpose of the Study 3
1.4 Hypothesis 4
1.5 Definition of Terms 5
Chapter 2 LITERATURE REVIEW 7
2.1 Podcasts 7
2.1.1 Podcasts as a Language Learning Tool 8
2.1.2 Benefits of Podcasts for Language Learning 9
2.1.3 Vocabulary Learning Through Podcasts 10
2.1.4 Learners’ Perceptions of Listening to Podcasts 12
2.1.5 Interim Summary 14
2.2 Vocabulary Learning 15
2.2.1 Incidental and Intentional Vocabulary Learning 15
2.2.2 Vocabulary Acquisition through Listening 19
2.2.3 Interim Summary 21
2.3 Collaborative Learning 22
2.3.1 Collaborative learning V.S. Cooperative learning 22
2.3.2 Benefits of Collaborative Learning 25
2.3.3 Previous Studies on Collaborative Learning Through Podcasts 26
2.3.4 Interim Summary 27
Chapter 3 METHODOLOGY 29
3.1 Data Collection Procedure 31
3.2 Participants 34
3.3 Target Words 35
3.4 Instruments 35
3.5 Data Analysis 39
Chapter 4 RESULTS AND DISCUSSION 41
4.1 Results of the Vocabulary Tests 41
4.2 Results of the Questionnaires 46
4.3 Summary and Discussion 57
Chapter 5 CONCLUSION 68
5.1 Summary of the Findings 68
5.2 Pedagogical Implications 71
5.3 Limitations and Suggestions 73
REFERENCES 75
APPENDIX A 83
APPENDIX B 84
APPENDIX C 85
APPENDIX D 91
APPENDIX E 93
APPENDIX F 95
APPENDIX G 97
APPENDIX H 99

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