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| Title: | 具自律學習機制之英語字彙學習APP對於學習成效的影響研究
The Effects of English Vocabulary Learning APP with Self-regulated Learning Mechanism on Learning Performance |
| Authors: | 楊舜閔
Yang, Shun Min |
| Contributors: | 陳志銘
Chen, Chih Ming
楊舜閔
Yang,Shun Min |
| Keywords: | 自律學習
學習成效
認知風格
英語字彙學習
Self-regulated Learning
Learning Performance
Cognitive Style
English Vocabulary Learning |
| Date: | 2016 |
| Issue Date: | 2016-08-02 17:55:46 (UTC+8) |
| Abstract: | 英語為目前使用的最為普遍的國際語言，英語能力已成為每個學生都需要養成的基本能力，而英語字彙的學習，更是學好英語的最重要基礎，因此如何幫助學生學好英語也就越顯重要。
隨者資訊科技日新月異的發展，透過電腦輔助語言學習已成為發展趨勢，近年來利用自律機制輔助數位學習的研究，已證實自律機制有助於提升學習成效，然而目前仍少有研究將自律學習機制應用於英語學習，特別是英語字彙學習。因此本研究所發展一「具自律學習機制支援之英語字彙學習APP」，可以讓學習者監控並提醒自己所設定的英語字彙自律學習目標，希望藉由敦促學習者達成自己所設定的自律學習目標，促進學生利用零碎時間學習，提升學習者的英語字彙學習成效。為了驗證「具自律學習機制支援之英語字彙學習APP」是否有助於提升英語字彙學習成效，本研究隨機選取國小六年級二個班級學生為研究對象，將其中一班隨機分派為採用「具自律學習機制支援之英語字彙學習APP」的實驗組，另一班為採用「無自律學習機制支援之英語字彙學習APP」的控制組，分別進行為期三週的英語字彙學習活動。實驗結果發現：
(1).實驗組學習者學習成效及學習動機顯著優於控制組學習者
(2)實驗組場地相依學習者學習成效及學習動機顯著優於控制組場地相依學習者
(3).實驗組男性學習者在學習成效及學習動機均顯著優於控制組男性學習者
(4).實驗組女性學習者在學習成效及學習動機均顯著優於控制組女性學習者
(5).實驗組學習者進行自律學習後的學習成效及學習動機均顯著提升
(6).實驗組女性學習者學習成效及學習態度優於實驗組男性學習者
綜合本研究之研究結果，建議未來可以延長實驗時間，進行自律鷹架的去除，瞭解學生是否會因此養成自律學習的能力。此外根據學生的回應，希望APP中具休閒的功能，故亦可往遊戲化學習方向進行研究。
關鍵字：
自律學習(Self-regulated Learning)、學習成效(Learning Performance)、認知風格(Cognitive Style)、英語字彙學習(English Vocabulary Learning)
English is currently the commonest international language. English competence has become the basic competence of each student. English vocabulary learning is a primary basis to learn English well. How to help students learn English well therefore becomes more important.
Following the changeable development of information technology, computer assisted language learning has become a development trend. Research on utilizing self-regulatory mechanisms for e-learning proved that self-regulatory mechanism could enhance learning performance. Nonetheless, there is little research on the application of self-regulatory learning mechanism to English learning, particularly to English vocabulary learning. For this reason, a “self-regulatory learning supported English vocabulary learning APP” is developed in this study, allowing learners monitoring and reminding themselves of the preset English vocabulary self-regulatory learning goal. It is expected to promote learners’ English vocabulary learning performance by urging learners to achieve the preset self-regulatory learning goal and enhance students learning with trial time. To verify that the “self-regulatory learning supported English vocabulary learning APP” could enhance English vocabulary learning performance, two classes of G6 students are randomly selected as the research subjects. A class is randomly assigned as the experiment group with the “self-regulatory learning supported English vocabulary learning APP”, and the other class is the control group without the “self-regulatory learning supported English vocabulary learning APP” for the three-week English vocabulary learning. The experiment findings show that
(1) Learners in the experiment group present significantly better learning performance and learning motivation than those in the control group.
(2) Site-dependent learners in the experiment group show remarkably better learning performance and learning motivation than those in the control group.
(3) Male learners in the experiment group reveal notably better learning performance and learning motivation than male learners in the control group.
(4) Female learners in the experiment group appear significantly beter learning performance and learning motivation than femal learners in the control group.
(5) Learners in the experiment group remarkably enhance the learning performance and learning motivation after the self-regulatory learning.
(6) Femal learners in the experiment group reveal better learning performance and learning attitudes than male learners in the experiment group.
Summing up the research results, it is suggested that the future experiment time could be extended and the self-regulatory scaffolding could be removed to understand whether students would cultivate the self-regulatory learning ability. According to the students’ responses, it is further expected that the APP could show the function of leisure. In this case, the gamification of learning could be studied in the future.
Keywords：Self-regulated Learning, Learning Performance, Cognitive Style, English Vocabulary Learning |
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| Description: | 碩士
國立政治大學
圖書資訊與檔案學研究所
103155009 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0103155009 |
| Data Type: | thesis |
| Appears in Collections: | [圖書資訊與檔案學研究所] 學位論文
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