Loading...
|
Please use this identifier to cite or link to this item:
https://nccur.lib.nccu.edu.tw/handle/140.119/118639
|
| Title: | 應用Kahoot!提升國中生英語學習投入程度之行動研究
Integrating Kahoot! to improve student engagement: an action research study on an EFL junior high class |
| Authors: | 柯婷軒
Ke, Ting-hsuan |
| Contributors: | 招靜琪
Chao, Chin-chi
柯婷軒
Ke, Ting-hsuan |
| Keywords: | 學習投入程度
學生即時反饋系統
Kahoot!
Student engagement
Student response system
Kahoot! |
| Date: | 2018 |
| Issue Date: | 2018-07-13 15:07:34 (UTC+8) |
| Abstract: | 本研究旨在以兩階段的課室教學設計，探討在台灣國中英語課程中融入學生即時反饋系統 (Student Response System) – Kahoot!，對於改善並提升台灣北部某國中二十七位學生的學習投入程度之可行性。本研究採取行動研究方式在十二週內設計並進行兩階段教學研究。研究方法主要包含背景問卷調查、學習投入問卷、課室觀察以及與三位受訪學生的半結構式訪談。在第一階段，Kahoot! 被應用在個人任務作為複習課程之目的。經修正後，第二階段改為採取小組任務之方式進行。
研究結果顯示，Kahoot!融入課程對分別在改善且提升學生的行為、情意與認知的學習投入程度有其可行性。Kahoot!之特點也可應用在加強學生學習興趣、鼓勵學生積極參與課堂活動，並製造更多課堂互動機會。此結合提供了教師對於改變傳統講述法的新思維與變通方式。此外，本研究也同時揭露教師與學生在進行Kahoot!融入課程活動時可能遭遇之困境。整體而言，本研究論述了學生及時反饋系統為一可利用之方式，協助教師創造支持語言學習的互動學習機會，並改善學生的學習投入程度。
The purpose of this study was to explore the possibility of integrating one novel student response system (SRS), Kahoot!, on enhancing student engagement. Twenty-seven students participated in the twelve-week study. An action research framework was adopted with two stages of Kahoot! integration. In the first stage, individual tasks combined with Kahoot! were adopted during review sections in class. Based on student feedback, group tasks were taken in the second stage. Data were collected both qualitatively and quantitatively. It primarily included a background questionnaire, an engagement survey, observations and semi-structured interviews with three student informants.
The results indicated that the inclusion of Kahoot! has its potential for changing and increasing student engagement in relation to students’ behavior, emotion and cognition engagement respectively. Features from Kahoot! reinforced students’ interest, encouraged students to involve in class positively and created more opportunities for interactions. The SRS implementation brought new insights and activity varieties to the conventional course design. Furthermore, the study also revealed the difficulties that students and the instructor may encounter while conducting Kahoot! activities. Overall, the study provided rationales that SRS is capable of creating interactive learning opportunities that support language learning and enhancing student engagement in the classroom. |
| Reference: | Asano-Cavanagh, Y., and Cavanagh, R. (2009). Secondary School students` engagement in learning Japanese as a second language. AARE Conference Papers Publication, 1-19.
Attali, Y., & Arieli-Attali, M. (2015). Gamification in assessment: Do points affect test performance?. Computers & Education, 83, 57-63.
Barnes, J. (2013). Improving traditional lectures with personal response systems. Technology-Mediated Learning, 30-33.
Beatty, I. D., and Gerace, W. J. (2009). Technology-enhanced formative assessment: A research-based pedagogy for teaching science with classroom response technology. Journal of Science Education and Technology, 18(2), 146-162.
Bicen, H., & Kocakoyun, S. (2018). Perceptions of students for gamification approach: Kahoot as a case study. International Journal of Emerging Technologies in Learning (iJET), 13(02), 72-93.
Bruff, D. (2009). Teaching with classroom response systems: Creating active learning environments. John Wiley and Sons.
Caldwell, J. E. (2007). Clickers in the large classroom: Current research and best-practice tips. CBE-Life sciences education, 6(1), 9-20.
Cardoso, W. (2010). Clickers in foreign language teaching: A case study. Contact: Teachers of English as a Second Language of Ontario, 36(2), 36-55.
Cardoso, W. (2011). Learning a foreign language with a learner response system: The students` perspective. Computer Assisted Language Learning, 24(5), 393-417.
Chamot, A. U., Barhnardt, S., & Dirstine, S. (1998). Conducting action research in the foreign language classroom. Washington, DC: National Capital Language Research Center. Retrieved August 27, 2016, from http://www.nclrc.org/about_teaching/reports_pub/conducting_action_research.pdf
Chang, A. (2014). ELL student engagement in computer-assisted language learning tasks (Doctoral dissertation, Washington State University). Retrieved from https://research.wsulibs.wsu.edu/xmlui/handle/2376/5412
Crews, T. B., Ducate, L., Rathel, J. M., Heid, K., & Bishoff, S. T. (2011). Clickers in the classroom: Transforming students into active learners. ECAR Research Bulletin, 9, 502.
Deal, A. (2007). Classroom Response Systems. Teaching with Technology, 30, 1-14.
Dellos, R. (2015). Kahoot! A digital game resource for learning. International Journal of Instructional Technology and Distance Learning, 12(4), 49-52.
Dervan, P. (2014). Increasing in-class student engagement using Socrative (an online Student Response System). AISHE-J: The All Ireland Journal of Teaching and Learning in Higher Education, 6(3).
Dixson, M. D. (2015). Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE). Online Learning, 19(4).
Draper, S. W., and Brown, M. I. (2004). Increasing interactivity in lectures using an electronic voting system. Journal of computer assisted learning, 20(2), 81-94.
Dufresne, R. J., Gerace, W. J., Leonard, W. J., Mestre, J. P., and Wenk, L. (1996). Classtalk: A classroom communication system for active learning. Journal of computing in higher education, 7(2), 3-47.
Duncan, D. (2006). Clickers: A new teaching aid with exceptional promise. Astronomy Education Review, 5, 70-88.
Farkas, R. (2003). Effects of traditional versus learning-styles instructional methods on middle school students. The Journal of Educational Research, 97(1), 42-51.
Ferrance, E. (2000). Action research. LAB, Northeast and Island Regional Education Laboratory at Brown University. Retrieved November 15, 2016, from: http://www.lab.brown.edu/
Fies, C. (2005). Classroom response systems: What do they add to an active learning environment? Unpublished Doctoral Dissertation, The University of Texas, Austin, TX.
Fies, C., and Marshall, J. (2006). Classroom response systems: A review of the literature. Journal of Science Education and Technology, 15(1), 101-109.
Fredricks, J. A., & McColskey, W. (2012). The measurement of student engagement: A comparative analysis of various methods and student self-report instruments. In Handbook of research on student engagement (pp. 763-782). Springer, Boston, MA.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59- 109.
Hall, R., Collier, H., Thomas, M., Hilgers, M., (2005). A student response system for increasing engagement, motivation, and learning in higher enrollment lectures. In: Proceedings of the Eleventh Americas Conference on Information Systems, Omaha, NE, USA. Retrieved 18, September, 2017 from: http://lite.mst.edu/documents/hall_et_al_srs_amcis_pro ceedings.pdf.
Heaslip, G., Donovan, P., and Cullen, J. G. (2014). Student response systems and learner engagement in large classes. Active Learning in Higher Education, 15(1), 11-24.
Kay, R. H., and LeSage, A. (2009). Examining the benefits and challenges of using audience response systems: A review of the literature. Computers and Education, 53(3), 819-827.
Kuh, G. D. (2003). What we`re learning about student engagement from NSSE: Benchmarks for effective educational practices. Change: The Magazine of Higher Learning, 35(2), 24-32.
Lee, C. M., and Oh, E. (2014). Exploring the effects of a learner response system on EFL reading. Multimedia-Assisted Language Learning, 17(2), 130-151.
Lin, T. (2012). Student engagement and motivation in foreign language classroom. (Unpublished dissertation). Washington State University, WA.
Marks, H. M. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American Educational Research Journal, 37(1), 153-184.
Masikunis, G., Panayiotidis, A., and Burke, L. (2009). Changing the nature of lectures using a personal response system. Innovations in Education and Teaching International, 46(2), 199-212.
McNiff, J. (2010). Action research for professional development: Concise advice for new action researchers. Dorset: September books. Retrieved August 26, 2017, from: http://www.jeanmcniff.com/booklet1.html
McNiff, J., and Whitehead, J. (2009). Doing and writing action research. London: SAGE
Mills, G. E. (2006). Guide for the teacher researcher. New Jersey: Prentice Hall.
Mork, C. M. (2014). Benefits of using online student response systems in Japanese EFL classrooms. JALT CALL Journal, 10(2), 127-137.
Nasrollahi, M. A., Krish, P., and Noor, N. M. (2012). Action research in language learning. Procedia-Social and Behavioral Sciences, 47, 1874-1879.
Nunan, D. (1988). Syllabus design. Oxford: Oxford University Press.
O’Keeffe, M. (2011). Enhancement of learning with classroom response systems (clickers). Dublin, Ireland: Dublin Institute of Technology. Retrieved May, from: http://www.dit.ie/lttc/media/ditlttc/clickers/Clicker_report_July_2011.pdf
Oxford, R. L. (2003). Language learning styles and strategies: Concepts and relationships. Iral, 41(4), 271-278.
Prieto, J. P. R. (2014). The use of clickers to assess knowledge in foreign language classes and their failure to increase reading compliance. Revista de Lingüística y Lenguas Aplicadas, 9(1), 88-96.
Raines, J., and Clark, L. (2011). A brief overview on using technology to engage students in mathematics. Current Issues in Education, 14(2), 1-8.
Roschelle, J., Penuel, W. R., and Abrahamson, L. (2004). Classroom response and communication systems: Research review and theory. In Annual Meeting of the American Educational Research Association, San Diego, CA.
Tlhoaele, M., Hofman, A., Naidoo, A., & Winnips, K. (2014). Using clickers to facilitate interactive engagement activities in a lecture room for improved performance by students. Innovations in Education and Teaching International, 51(5), 497-509.
Trowler, V. (2010). Student engagement literature review. The higher education academy, 11, 1-15.
Wang, A. I., & Lieberoth, A. (2016). The effect of points and audio on concentration, engagement, enjoyment, learning, motivation, and classroom dynamics using Kahoot!. European Conference on Games Based Learning (p. 738). Academic Conferences International Limited.
Wang, Y.-H. (2017). The effectiveness of using cloud-based cross-device IRS to support classical Chinese learning. Educational Technology & Society, 20 (2), 127–141.
Wichadee, S., & Pattanapichet, F. (2018). Enhancement of performance and motivation through application of digital games in an English language class. Teaching English with Technology, 18(1), 77-92.
Young, S.-S.-C., & Wang, Y.-H. (2014). The Game embedded call system to facilitate English vocabulary acquisition and pronunciation. Educational Technology & Society, 17(3), 239-251. |
| Description: | 碩士
國立政治大學
英國語文學系
102551018 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0102551018 |
| Data Type: | thesis |
| DOI: | 10.6814/THE.NCCU.ENG.002.2018.A09 |
| Appears in Collections: | [英國語文學系] 學位論文
|
Files in This Item:
| File |
Description |
Size | Format | |
|---|
| 101801.pdf | | 1625Kb | Adobe PDF2 | 3 | View/Open | | 101801.pdf | | 1625Kb | Adobe PDF2 | 18 | View/Open |
|
All items in 政大典藏 are protected by copyright, with all rights reserved.
|
