透過行動輔具於熟悉情境中進行小學初級英語寫作之研究; Facilitating EFL writing of Elementary School Students in Familiar Situated Contexts with Mobile Devices

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題名:	透過行動輔具於熟悉情境中進行小學初級英語寫作之研究;Facilitating EFL writing of Elementary School Students in Familiar Situated Contexts with Mobile Devices
作者:	陳佳瑜;Chia-yu Chen
貢獻者:	網路學習科技研究所
關鍵詞:	EFL寫作;熟悉情境;行動學習;情境學習;Situated learning;EFL writing;Familiar context;Mobile learnin
日期:	2011-06-30
上傳時間:	2012-01-05 14:57:27 (UTC+8)
摘要:	本研究提出以熟悉情境為基礎，輔助小學生進行寫作之「情境英文寫作學習系統」。透過如校園操場、教室以及午餐食物等學生熟悉之日常情境搭配手持設備中所提供之英語學習鷹架(任務、字彙、片語、句型)進行初級英文寫作學習活動。本研究包括59位小學六年級學生，其中28位為實驗組，31位為控制組。實驗組學習者攜帶手持裝置於熟悉情境中，藉由環境刺激針對特定物體進行英文寫作以及評論活動。實驗結果顯示實驗組與控制組間於學習成效有顯著差異，此外，實驗組同學認為所設計之活動相當有趣且能沉浸其中。根據訪談結果亦顯示於熟悉情境中搭配系統提供之學習鷹架進行學習活動的確可啟發學習者，使學習者寫出豐富的句型及更詳細的描述。 This research proposed a familiar situated writing system and helped elementary school students conduct the English writing in familiar situations such as campus playground, classroom facilities and food at lunch with English scaffoldings provided by mobile devices. The study recruited 59 sixth-grade students of EFL elementary school. One class of 28 students was employed as the experiment group and the other class of 31 students was employed as control group. The students of experiment group carry mobile devices to conduct EFL writing in specific and familiar subject environments and stimulated by real context; our proposed system also provided English scaffolding like vocabularies, phrases and sentence patterns for writing tasks. After experiment, the results showed that there is significant difference in learning achievement between two groups. Furthermore, students in the experimental group perceived the designed activities were playful and they were interested in situated learning. In the interview, we also found the activities in familiar context inspired the students to make more sentences and describe the target object clearly and thoroughly with the help of our proposed English scaffoldings.
顯示於類別:	[網路學習科技研究所 ] 博碩士論文

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