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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/16324

Title: Teaching EFL Children Decoding through Web-based Instruction: Students’ Performance, Attitudes, and the Teacher’s Role
透過網路教學教授臺灣學童發音規則:探討學生之字母拼讀表現、學習態度與教師角色
Authors: Chang, Shan-Mao;Huang C. C.
Contributors: 英語學系
Keywords: Computer assisted language learning;Web-based instruction;English decoding;English learning attitudes;English as a foreign language
電腦輔助語學習;網路教學;英語字母拼讀;英語學習態度;英語為外語
Date: 2012-04
Issue Date: 2013-05-06T02:21:36Z
Publisher: 中國文化大學英國語文學系
Abstract: The present study investigated the relative effects of three different types of instruction on students' phonics decoding performance and attitudes toward learning English: teacher-directed web-based instruction (TDWBI), student-controlled web-based instruction (SCWBI), and traditional classroom instruction without WBI (TCI). Eighty five fourth graders participated in the study and were divided into three different groups. The two WBI groups (TDWBI/SCWBI groups) learned decoding at a computer lab using the Learn to Read program from the Starfall website (www.starfall.com). The TCI group was taught in an ordinary classroom by a teacher using photocopied materials adopted from the Learn to Read program. Phonics decoding performance and attitudes toward learning English were measured before and after instruction. Student decoding performance was scored by two raters. Students' attitudinal responses were collected through a questionnaire whose validity was evaluated using confirmatory factor analysis. The paired-samples t-test and ANCOVA were used to analyze the data. It was found that the TDWBI group outperformed the other two groups in the decoding tests at the end of the study, highlighting the importance of the teacher's role in web-based instruction. However, the SCWBI group demonstrated the most positive attitude toward decoding instruction, suggesting that the students preferred operating the on-line program on their own.
本研究旨在探討不同形式的英語字母拼讀教學之成效和其對學生英語學習態度的影響。研究對象為中部某國小四年級共85位學童。受測者隨機分派為三組進行教學實驗:老師搭配網路教材授課組(TDWBI)、學生自主操作網路教學組(SCWBI)、一般課室教學組(TCI)。接受網路教學的二組(TDWBI、SCWBI)在電腦教室透過網路使用Starfall網站(www.starfall.com)LearntoRead單元;另一組則於一般教室接受由教師指導英語字母拼讀學習,教師將Starfall網站上教材使用紙本形式呈現。為探討3組受測者在不同拼讀教學環境下的拼讀成就表現與學習態度上的差異,使用的研究工具有二:一是自編的15字英語拼讀測驗,二是一份改編的英語態度問卷。各組皆於英語拼讀教學活動前後接受一次拼讀測驗與態度問卷的前測與後測。拼讀測驗由二位評量者評量給分。改編的英語態度問卷施以驗證性因素分析驗證效度。二份測驗工具之資料採用t檢定和共變數分析等統計方法分析。結果發現老師搭配網路教材授課組(TDWBI)的字母拼讀教學,學童之拼讀學習成就表現勝過其他兩組,此結果突顯教師角色在網路教學中的重要性。另外,英語學習態度問卷結果顯示,在學生自主操作為主的網路英語字母拼讀教學(SCWBI)環境中,學童參與英語字母拼讀教學活動的態度優於其他兩組,顯示學童偏愛按照個人學習步調,自主操作電腦學習課程。
Relation: Hwa Kang English Journal, 18(1): 25-50
Appears in Collections:[英語學系] 期刊論文

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