| 摘要: | 摘要
儘管翻轉教室方法（Flipped Classroom Approach, FCA）在過去幾十年受到青睞，但也有些未被注意到的缺點。 為此，本研究發現一些較少受到關注的問題，例如學生沒有確實觀看線上課程和教材，導致表現不佳，課前也毫無準備；又如老師未能有效地使用線上教學技術來克服以上缺點。 為了解決這些問題，本研究改善了現有的翻轉模式，透過更有效地運用線上視訊聊天技術來增強 翻轉教室以外的部分。 為了全面性研究哪種教學方法對英語口語學習成效最有利，本實驗分為兩個實驗組（EG1 和 EG2）和一個對照組（傳統組 = GC），EG1為一般翻轉組，EG2為增強翻轉組。 EG2 的課外經過部分調整，提供更同步的學習環境，讓參與者每週觀看線上課程，並在課堂外進行面對面的線上（即時）協作，因此課前須做好充分準備。本實驗為期 14 週，所有參與者都接受模擬雅思考試的前後測驗。研究結果出人意料，增強翻轉組EG2 以及傳統課程CG 在整體口語表現均明顯優於 EG1。 本研究也分析了EG2 和 EG1 參與者的課外線上學習活動，結果顯示登入線上觀看和協作的時間越長，可顯著提升他們的客觀表現。 最後，透過量化問卷調查兩個實驗組的回饋，並進行個人質性訪談。結果表明，實施和提高線上探究團體(CoI) 的社交、認知和教師存在，對於參與者的整體客觀表現同時出現明顯的正向影響和負面影響。 儘管EG2 參與者的平均表現顯著優於其他兩組，但對於FCA整體感知的回饋，EG2 參與者比EG1 參與者的滿意度較差。簡言之，本研究結果支持運用CoI的三項要素（TP、SP 和CP），並有效利用線上技術來創建更同步和協作的課外線上學習環境，可顯著提高EFL 學生的整體學習成效，如口語目標表現、學習動機和滿意度。
關鍵字：翻轉教室方法、線上技術和環境、客觀表現和感知、同步/協作學習、英語口語技能;Abstract
Despite the favorability the flipped classroom approach (FCA) has received over the past decades, certain drawbacks have emerged and sometimes overlooked. In response, this study identifies problems that have received less attention, such as students demonstrating poor study skills due to not fully viewing the pre-assigned video lessons and course material, resulting in coming to class unprepared, as well as educators using online technology ineffectively to overcome these drawbacks. To address these issues, an adaptation to the existing flipped model was created to enhance the out-of-class component of the FCA by using online video-chat technology in a more efficient way. To determine if this adaptation was effective, this study investigated three groups to determine which teaching method would yield the most favourable results regarding oral EFL learning performances. The three groups consisted of two experimental groups (EG1 and EG2) and one controlled group (traditional class = GC) in order to provide a more comprehensive investigation. EG1 consisted of a regular flipped group, and EG2 was the enhanced flipped group. The out-of-class component of the EG2 was adapted to become a more synchronous learning environment, allowing the participants to watch weekly preassigned video-course lessons and collaborate together face-to-face online (in real-time) out-of-class to therefore come to class well-prepared. During the fourteen-week study, all participants received a pre- and post-oral mock IELTS, and the results revealed that both the enhanced EG2 and, unexpectedly, the CG significantly outperformed the EG1 in terms of overall oral performances. Furthermore, an analysis conducted on all EG2 and EG1 participants out-of-class online learning activities revealed that the more time participants spent log-on online viewing and collaborating on the pre-assigned course materials, the more positive and significant influence this had on their objective outcomes. Finally, a quantitative survey investigating the participants’ perceptions for both experimental groups, followed by individual qualitative interviews, revealed that the effects of implementing and boosting online Community of Inquiry (CoI) social, cognitive, and teacher presences had both substantial positive and negative influences on their overall objective performances and perceptions. Although the EG2 participants on average significantly outperformed the other two groups, in contrast, the EG2 participants’ overall reported level of perceptions indicated less favourable satisfaction with the adapted experimental method in comparison to the EG1 participants perceptions towards the regular FCA. In short, the results of this study support implementing all three CoI elements (TP, SP, and CP) and using online technology effectively to create a more synchronous and collaborative out-of-class online learning environment, which can significantly enhance EFL students’ overall learning outcomes, such as oral objective performances, learning motivation, and satisfaction.
Keywords: Flipped classroom approach, online technology and environment, objective performances and perceptions, synchronous/collaborative learning, EFL speaking skills. |
