臺灣博碩士論文加值系統

本研究主要目的為探討同步線上英語繪本教學對國小學生英語學習成效之影響，並進一步探討學生對同步線上教學平台JoinNet系統的覺知。本實驗對象為台北市某所國小五年級中取樣四個班級，每班篩選十五人，進行為期九周的繪本教學。在實驗課程之前，針對兩組實驗對象進行前測為共變項，以後測成績為依變項進行共變數分析。在實驗課程之後，分別對兩組施以繪本學習問卷，以了解學生使用同步線上學習的學習經驗。
研究結果發現，兩組學生在英語學習成就測驗學習達顯著差異，同步線上學習表現顯著優於傳統教室繪本學習者。在情意方面，同步線上學習者有較高的學習覺知。在語文能力方面，同步線上學習平台提供學生充分練習聽、說、讀及拼字的機會。在教學活動方面，投票回答選擇題則是在同步線上學習平台最受學生歡迎的學習方式。

To provide students with access to more English picture book instruction without having to worry about teacher shortage, the present study introduced synchronous online picture book sessions where experienced teacher, or eventually native speakers of English, may be invited to teach without having to travel. The present study seeks to investigate whether young learners of English may be able to adapt to this new learning mode in learning a foreign language. Therefore, the study investigates (1) learners’ learning outcome in synchronous online learning as compared with traditional in-class instruction, and (2) learners’ perception toward synchronous online instruction.
This is a quasi-experimental study with a pre- and post-test control group design. A total of 60 fifth grade elementary students participated; 30 received synchronous online instruction on JoinNet, and 30 received traditional in-class instruction. Pre- and post-tests assessed students’ reading comprehension and vocabulary. The results indicate that synchronous online class outperformed the face-to-face class. Learners in the synchronous online classroom were positive toward picture book sessions, which increased their chance to practice English in terms of listening, speaking, spelling and reading. Using polling function was students’ favorite instructional activity.

TABLE OF CONTENTS
ACKNOWLEDGEMENTS i
ABSTACT (CHINESE) ii
ABSTRACT (ENGLISH) iii
TABLE OF CONTENTS iv
LIST OF TABLES viii
LIST OF FIGURES x
Chapter 1 Introduction 1
1.1 Background of the Study 1
1.2 Rationale for this Study 3
1.3 Significance of the Study 5
1.4 Purpose of the Study 6
1.5 Research Questions 6
1.6 Definition of Terms 6
Chapter 2 Literature Review 8
2.1 Synchronous Online Learning 8
2.1.1 Pros and Cons of Synchronous Online Learning 9
2.1.2 Synchronous Online Learning Features 11
2.1.3 Empirical Findings on Synchronous Online Learning 16
2.2 Synchronous Online Instruction 18
2.2.1 Salmon’s Five-Stage Moderation Model 19
2.3 Picture Books 23
2.3.1 Picture Books Selection 24
2.3.2 Empirical Findings on Picture Books 26
2.4 Chapter Summary 27
Chapter 3 Method 29
3.1 Research Design 29
3.2 Participants 30
3.3 Research Procedures 31
3.3.1 The Experimental Group 34
3.3.2 The Control Group 38
3.4 Teaching Materials 38
3.5 Experimental Treatment 42
3.5.1 First Session 43
3.5.2 Second Session 45
3.5.3 Third Session 47
3.6 Instruments 48
3.6.1 Pre- and Post Test 49
3.6.2 Questionnaire 49
3.6.3 In-depth interview 51
3.7 Data Analysis 51
Chapter 4 Results and Analysis 53
4.1 Learners’ Learning Achievement Scores 53
4.1.1 Descriptive Statistics 54
4.2.2 First Picture Book Reading 55
4.2.2 Second Picture Book Reading 57
4.2.3 Third Picture Book Reading 57
4.2 Learners’ Learning Perceptions 59
4.3.1 Learners’ Perceptions 59
4.3.2 Aspects of language learning in picture book sessions 62
4.3.3 Instructional activities that facilitate language learning 66
4.3.4 Learners’ preferences over the interface of synchronous online learning platforms 69
4.3 Qualitative Findings 72
Chapter 5 Conclusion and Implications 74
5.1.1 Positive Learning Outcomes 74
5.1.2 Positive towards synchronous online picture book session 76
5.2 Pedagogical Implications 77
5.3 Limitations and Delimitations 79
5.4 Suggestions 80
REFERENCES 82
APPENDICES 95
Appendix A Letter of Parental Consent 95
Appendix B Picture Books Learning Achievement test 97
Appendix C Synchronous Online Learning Experience Questionnaire 111
Appendix D Picture Book Learning Experience Questionnaire 117
Appendix E Lesson Plan 121

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