國小學童的英語教育再近年來一直被視為最重要的基礎課程之一，然而台灣的學校英語教育卻始終停留在傳統紙本的授課，這樣不但很難引起學生的學習動機以及對英語學習價值的認同，英語朗讀能力以及口說能力的教學也很難在傳統的教室被實踐。語言是溝通的工具，若只會閱讀與寫字，而無法用口語與人溝通的話，在現在國際化的社會是很難有競爭力的。因此找到能夠讓學生提升英文口語能力且能提升學生學習動機的教學方法是很重要的。 在Web2.0的學習環境利用行動裝置進行數位說故事的活動則能夠提供學生良好的口語練習環境，說故事能夠透過故事的情境讓學生感覺英語更能融入生活之外，行動裝置apps豐富的功能也能讓學生的故事更豐富，而以此增加學生的學習動機。另外透過行動裝置的錄音功能，也能夠幫助學生反覆檢視並修改自己的英文口語發音，進而提升學生的英文朗讀能力，而Web2.0的學習環境”分享”的特性則可幫助學生在分享的過程中彼此學習。然而在這樣的環境下男女生的學習表現往往因為心流的表現或學習策略的不同，而導致學習過程中的表現有所不同。因此本研究欲探討在Web2.0的數位說故事活動中，男女生之間的心流及學習動機的差異。基於以上的研究目的，本研究利用行動裝置上的繪圖apps來輔助學生進行英文數位說故事的活動，實驗對象為桃園縣某國小48名三年級學生（男生22人，女生26人，平均年齡10歲），並連續進行19次共36堂課，每堂課40分鐘的長期觀察，並針對過程中男女生的心流歷程表現與學習動機表現的改變做探討。 結果顯示，男女生在Web2.0數位說故事的環境下英語朗讀能力流暢度與正確率都有顯著的提升，然而心流歷程上的表現卻在過程中有明顯的不同，除了控制力的表現上男女都呈現的穩定提升，男生多呈現拉鋸動盪的心流歷程，而女生則可分為 U型及W型兩種心流歷程模式，而如何針對各種模式的心流歷程對學生進行引導則是未來值得探討的議題。 ;English learning has been view as one of the most important fundamental ability in our elementary education. But there are some issues that we don’t pay enough attention on. Oral reading is one of the issues be usually ignored. Web2.0 is a good environment for students to improve speaking skills. People could have been aroused to share and co-construct the knowledge in Web2.0 learning environment (Levy, 2009). Digital story telling can raise the leaning motivation (Tsou, Wang, & Tzeng, 2006). However, Boys and girls have been pointed out using different strategy in English learning (El-Dib et. Al., 2004). Learning under Web2.0 environment, gender different was found to lead some difference in self- management and social influence (Wang, et. al. 2009). Nevertheless, there is always a problem when we lead a new technique in the class, which was called novelty effects. We can’t make sure that if the result is caused by a treatment or the novelty effects in a short term experiment. For above reason, the purpose of this research is to investigate that if there is any difference in English learning performance, learning motivation, and process of flow state between boys and girls. The result of this research reveals that both girls and boys have significant improvement in English oral reading and literacy ability. However, there is some obviously different between boys and girls during process of flow state and learning motivations, which was caused by the difference of what they concern about. According to the result, we suggest looking for some guides and supports for each boys and girls to raise their learning motivation and keep them in flow state from the problems we have found.
