臺灣博碩士論文加值系統

本研究旨在探討資訊融入合作教學對國小原住民及低收入戶的學生，英語學習成就與學習態度的影響。研究對象選取嘉義市不同國小及不同年級10位原住民及低收入戶的學生，對其進行資訊融入合作學習和傳統英語教學的實驗處理。本實驗共分四個循環，每個循環分別為資訊融入合作學習及傳統英語教學，主要目的在探討哪種教學策略對學生達到每單元的「背誦課文」、「背誦和翻譯課文」、「對話」、「認句」及「認字」這五項教學目標的時間較短。對所蒐集的資料進行T考驗來考驗兩種學習策略是否對學生達到學習目標的天數有顯著差異。此外，利用ANOVA來考驗四個循環中，合作學習的天數是否都少於傳統教學。另外，每個實驗處理前後都實施「英語學習態度」量表，其後進行T考驗來考驗兩種學習策略是否有顯著差異。最後，分析學生的合作學習和傳統教學的訪談及看法。研究結果如下：
一、比照合作學習和傳統教學，在學生達到各單元「背誦課文」、「背誦和翻譯課文」、「對話」、「認句」及「認字」這五項教學目標的學習天數，皆達到顯著差異。合作學習遠比傳統教學所需的天數還要少。
二、比照合作學習和傳統教學，學生的互動頻率達到顯著差異。學生在合作學習中，互動的頻率顯著高於傳統教學。
三、比照學生在接受合作學習和傳統教學後的態度量表，學生在信心和興趣兩分量表中皆未達到顯著差異。然而，學生在合作學習中的信心和興趣的平均數皆高於傳統教學。
四、從學生訪談中可以得知，學生對於合作學習皆給予正面的回應，藉由小組合作練習互相提供回饋與練習對話，可提高學生的學習信心與學習興趣。然而，小組組員的相處也是影響小組是否達到功效的原因之一。

The study attempted to investigate how cooperative learning with technology assisted English achievement and learning attitude of the underprivileged elementary students. The research measure adopts the quasi-experimental design. The samples of 10 students were from different grades and schools in Chia-Yi City. The design was consisted of four cycles. Each cycle was made up of treatment one cooperative learning and treatment two traditional learning. The main purpose of the research was to examine whether there were differences of total number of days for achieving the goals in Reciting Text, Reciting and Translating Text, Conversation, Sentence Recognition, and Vocabulary Recognition between cooperative and traditional learning.
At the beginning and end of the research, the researcher gave the 10 students pretests and posttests. Moreover, students filled out the English learning attitude questionnaire and were interviewed before and after each treatment. Paired sample t-tests were conducted to examine whether there were differences between cooperative and traditional learning in the average days for achieving the learning goals and learning attitude.
The conclusion of this research is as follow.
1. There were significant differences in average days for achieving the goals of five dimensions between cooperative and traditional learning. Students spent fewer days for achieving the goals in cooperative learning than in traditional learning.
2. There was a significant difference in students’ interaction frequency between cooperative and traditional learning. Students’ interaction frequency in cooperative learning was higher than in traditional learning.
3. There were no significant differences in students’ learning attitudes between cooperative learning and traditional learning. However, students were more interested in learning English and were more confident of learning English.
4. According to the interview, students had positive attitudes toward cooperative learning. Students became more confident and interested in learning English through practice in small groups.

Table of Contents
Abstract ………………………………………………………………i

Chinese Abstract………………………………………………………ii
Table of contents……………………………………………………iii
List of Tables…………………………………………………………iv
List of Figures…………………………………………………………v
CHAPTER ONE INTRODUCTION
Background and Motivation…………………………………………1
Purpose of the Study ………………………………………………3
Definition of Terms …………………………………………………4
Limitations of the Study……………………………………………5
CHAPTER TWO REVIEW OF THE LITERATURE
English Teaching Present Situation…………………………6
English Teaching Methods…………………………………………7
Underprivileged Group………………………………………………8
Technology in Second Language Learning……………………12
Cooperative Learning and Language Learning………………16
CHAPTER THREE METHODOLOGY
Research Design ………………………………………………………19
Research Frame …………………………………………………………23
The Setting of the Study……………………………………………24
Subject ……………………………………………………………………24
Instruments………………………………………………………………25
Procedures…………………………………………………………………26
Data Analysis……………………………………………………………26
CHAPTER FOUR RESULTS AND FINDINGS
Pretest Comparisons …………………………………………………29
Analysis of English Achievements………………………………30
The Difference of the Four Cycles………………………………43
Analysis of Learning Situation……………………………………45
Analysis of English Learning Attitude…………………………48
CHAPTER FIVE CONCLUSIONS AND RECOMMENDATIONS
Summary of the Findings………………………………………………53
Discussion …………………………………………………………………54
ConclusionS ………………………………………………………………58
RecommendationS…………………………………………………………59
ReferenceS……………………………………………………………………61
Appendices……………………………………………………………………71

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