查詢結果分析
來源資料
頁籤選單縮合
題名 | 小組電腦擬題活動對英語字彙學習成就與學習情意之影響=Effects of Implementing the Computer Assisted Problem-posing Strategy on English Vocabulary Learning Achievement and Affective Reaction |
---|---|
作者姓名(中文) | 陳錦芬; 曾泓璋; | 書刊名 | 國立臺北教育大學學報. 教育類 |
卷期 | 19:1 民95.03 |
頁次 | 頁89-117 |
分類號 | 805.1 |
關鍵詞 | 英語電腦擬題; 英語字彙學習成就; 學習情意; The computer-assisted problem-posing strategy; Vocabulary learning achievement; Affective reaction; |
語文 | 中文(Chinese) |
中文摘要 | 本研究旨在藉由小組電腦擬題活動,協助國小英語初學者(兩班小六)提提升其英語字彙學習成就、學習興趣,且習得運用資訊科技、主動探索學習及研究之能力。本研究採準實驗法之等組前、後測設計,以教學方法(電腦擬題與否)為單一自變項,英語字彙學習成就和英語學習動機為依變項,利用前測、立即後測、追蹤後測之組間與組內量化比較來檢驗實驗組在英語字彙學習成就之表現;以英語學習動機量表瞭解學生英語學習動機之改變(包括外在目標導向、工作價值、自我效能、期望成功) 本研究之結果顯示應用電腦擬題學習策略對英語字彙學習成就與學習情意有正面且肯定的影響,顯示電腦擬題學習策略亦是一種有效可行之字彙學習方式,因此建議將此策略融入英語教學中,配合其它傳統學習策略,提供學生更深層的學習認知,且培養學生英語自學之能力。 |
英文摘要 | The study aimed to investigate the effects of implementing the computer assisted problem-posing strategy on sixth-grade students’ English vocabulary learning achievement, retention effects, English learning motivation, and learning experiences. This study was a one-factor quasi-experimental design, lasting for 12 weeks. 64 sixth graders from an elementary school in Kaohsiung city were recruited and randomly assigned as the experimental group and the control group respectively. The former adopted the computer assisted problem-posing strategy, while the latter received the conventional English teaching. Research data were collected through the pre/post English Vocabulary Achievement Tests, an English Vocabulary Retention Test, the English Learning Motivation Scale, and Learning Experience Questionnaire. Data were analyzed quantitatively with descriptive statistics, independent-samples t-tests and dependent-samples t-tests. The results show that the experimental group performed significantly better than the control group in English Vocabulary Achievement test, English Vocabulary Retention test, and English Learning Motivation Scale. In addition, data collected from Learning Experience Questionnaire also indicate that the experimental group developed a very positive and supportive attitude toward the adoption of the computer assisted problem-posing strategy in their English learning. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。