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| Title: | 透過字幕歌曲影片的線上教學提升英語字彙學習：以一位低成就學童為例的個案研究
Enhancing English Vocabulary Learning Through Captioned Song Videos: A Case of a Low- Achieving Elementary Student in the Context of Online Teaching |
| Authors: | 趙柏雅
Chao, Po-Ya |
| Contributors: | 許麗媛
Hsu, Li-Yuan
趙柏雅
Chao, Po-Ya |
| Keywords: | 線上字彙教學
字幕歌曲影片
EFL字彙教學
Online vocabulary teaching
Captioned song videos
EFL vocabulary instruction |
| Date: | 2025 |
| Issue Date: | 2025-09-01 14:37:29 (UTC+8) |
| Abstract: | 將多媒體資源融入英語作為外語(EFL)教學已成為近年來的趨勢。然而，在針對年幼學習者所設計的線上字幕歌曲影片方面，相關研究仍較為稀少。因此，本研究旨在探討這類影片如何影響一位來自台灣，且英語程度低落的小學生的字彙發展及看法。資料來源為量化數據及質化資料，前者包括前測、中測、後測和任務表現，後者則包括觀察筆記及半結構式訪談。在為期九個月的期間內，該名參與者每週參加二次線上課程，課程內容包括以Google Slides，以及透過線上平台Lyricstraining完成歌曲字幕填空練習。本研究探討兩個面向，一是該參與者的字彙發展，二是其對此教學模式的看法。
量化數據顯示，參與者的字彙學習成果有顯著提升，因此可知結合聽覺、字幕與視覺的多模態輸入，可促進字彙辨識及其用法。質性資料則顯示出參與者對於有情感與互動性的特質的歌曲影片為基礎的學習方式，有良好的反應，尤其是當歌曲為他熟悉或具個人意義時。不過，他也表達出對傳統 Google Slides 教學的偏好，認為該方式更有助於理解與運用新字彙。
這些發現凸顯出明示教學與富有吸引力的多媒體資源在兒童 EFL 字彙教學中扮演重要的角色。
The integration of multimedia resources into English as a Foreign Language (EFL) instruction has attracted growing interest. However, the use of captioned song videos tailored for young learners in online settings remains underexplored. This case study investigated how such videos influenced vocabulary acquisition in a low-proficiency elementary student in Taiwan. Over a nine-month period, the participant took part in weekly online lessons featuring vocabulary pre-teaching via Google Slides and caption-filling tasks on an online platform, Lyricstraining. The study examined both the participant’s vocabulary development and perceptions of the instructional approach.
Quantitative data from in-class vocabulary quizzes and task performance indicated substantial vocabulary gains, suggesting that multimodal input—combining audio, captions, and visual pre-teaching—effectively enhanced vocabulary recognition and retention. Qualitative data from class recordings and a semi-structured interview revealed that Eric responded positively to the emotional and interactive aspects of song-based learning, particularly when the songs were familiar or personally meaningful. Nonetheless, he expressed a preference for traditional instruction using Google Slides, noting that it better supported his understanding and application of new words. These findings highlight the complementary roles of explicit input and engaging multimedia in vocabulary instruction for young EFL learners. |
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| Description: | 碩士
國立政治大學
英國語文學系
109551016 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0109551016 |
| Data Type: | thesis |
| Appears in Collections: | [英國語文學系] 學位論文
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