Cool English平臺教材融入教學對國小四年級學生英語聽讀學習成效與學習動機影響之研究

A Study of the Effects on Learning Achievement of English Listening & Reading and Learning Motivation by Applying ＂Cool English＂ to Elementary School Students' Instruction

10.3966/207136492019041201007

李佳琪(Chia-Chi Li)；洪智倫(Chih-Lun Hung)

Cool English ； 數位教材 ； 學習成效 ； 學習動機 ； Cool English ； online teaching materials ； learning achievement ； learning motivation

師資培育與教師專業發展期刊

12卷1期（2019 / 04 / 01）

163 - 205

繁體中文

本研究旨在探討運用教育部最新建置的「Cool English」英語線上學習平臺之數位教材，融入國民小學四年級英語教學，對國小學生在英語聽力理解與單字句子認讀方面的學習成效與英語學習動機之影響。本研究採準實驗設計，選取臺中市某國小四年級學童，實驗組與控制組各為45人共90人，實驗處理為進行為期十週Cool English平臺教材融入英語電子書教學課程，控制組則為一般講述式英語電子書教學。實驗組與控制組在實驗教學前、後分別以「英語聽讀能力評量卷」進行測驗，以分析其學習成效；實驗教學後，實驗組與控制組再以「教材動機量表」進行施測，以瞭解其學習動機之差異。研究結果發現：1. Cool English平臺教材融入英語教學活動，能提升國小學童之英語聽讀整體學習成效，實驗組聽讀總分提升高於控制組，並達顯著差異；然而將聽讀能力分開考驗，並未達顯著差異。2.實驗組前後測平均數差異高於控制組，然而不論平臺教材融入的實驗組或僅用電子書的控制組，皆使用電腦科技融入英語教學活動，因此英語整體聽讀學習成效，都達顯著的進步。3. Cool English線上平臺融入英語教學活動，對提升國小學童之整體英語學習動機，並沒有顯著差異，但在引起注意和感到滿足二動機因素的差異表現，實驗組得分顯著優於控制組；本研究結果可提供國小英語科教師應用數位平臺資源融入教學的參考。

The purpose of this study is to explore the effects on learning achievement of English listening & reading comprehension and learning motivation by applying ＂Cool English＂ online teaching materials, set up by the Ministry of Education (MOE), to 4th graders' English instruction. A quasi-experimental design was adopted in this study, and 90 4th graders in a district of Taichung City were selected. Forty-five sample students were defined as the treatment group, and the 45 belonged to the control group. A ten-week teaching experiment was conducted on the treatment group, while didactic e-book teaching was done on the control group. The data of pre-test and post-test scores from the listening & reading comprehension test were aimed at analyzing students' English learning achievement. At the end of the teaching experiment, the data of Instructional Materials Motivation Scale were collected to examine the difference in students' learning motivation. The conclusions are as follows. 1. By applying ＂Cool English＂ online teaching materials to English instruction, students' learning achievement of both listening and reading could be improved. For the scores of the listening and reading test, the treatment group was higher than the control group. There is a significant difference between two groups, but there is no significant difference when statistically testing the listening scores and reading comprehension scores respectively. 2. There is a significant difference in the learning achievement of both groups, as all students were instructed by using computers and information technology. 3. There is no significant difference in students' whole learning motivation, but there is a significant difference in two motivational factors: ＂attention＂ and ＂satisfaction＂. Finally, the findings of this study offer some evidence for reference for English teachers at elementary schools who want to apply e-Learning resources to their instruction.

1. Chou, C. T.(2014).Integrating CALL into English Classrooms: A case study of three expert teachers with CALL experience.English Teaching & Learning,38(1),29-60.
   連結：
2. Blake, R.(1987).CALL and the language lab of the future.ADFL Bulletin,18(2),25-29.
3. Chun, D. M.,Brandl, K. K.(1992).Beyond form-based drill and practice: Meaning-enhanced CALL on the Macintosh.Foreign Language Annals,25(3),255-267.
4. Dale, E.(1969).Audio-visual methods in teaching.New York, NY:Holt, Rinehart & Winston.
5. Heinich, R.,Molenda, M.,Russell, J. D.,Smaldino, S. E.(2002).Instructional media and technologies for learning.Upper Saddle River, NJ:Pearson Education, Inc..
6. Jou, Y. J.(2006).The accommodation of CALL for language teachers and learners.Journal of Cheng Shiu University,19,169-182.
7. Keller, J. M.(2010).Motivational design for learning and performance: The ARCS model approach.New York, NY:Springer.
8. Keller, J. M.(1987).Strategies for stimulating the motivation to learn.Performance and Instruction,26(8),1-7.
9. Keller, J. M.(1987).Development and use of the ARCS model of motivational design.Journal of Instructional Development,10(3),2-10.
10. Khan、 S.,王亦穹（譯）, Y. Q.(trans.)(2013).可汗學院的教育奇蹟.臺北市=Taipei, Taiwan:圓神=Eurasian Press.
11. Krashen, S. D.,Terrell, T. D.(1983).The natural approach: Language acquisition in the classroom.London, UK:Prentice Hall Europe.
12. Lee, K. W.(2000).English teachers' barriers to the use of computer-assisted language learning.The Internet TESL Journal,VI(12)
13. Liou, H. C.(1994).Recent CALL and research and development in Taiwan.Computer Assisted Language Learning,7(3),271-276.
14. Mayer, R. E.(2001).Multimedia learning.New York, NY:Cambridge University Press.
15. O’Neil, H. F., Jr.(Ed.),Perez, R. S.(Ed.)(2016).Technology applications in education: A learning view.New York, NY:Routledge.
16. Prensky, M.(2001).Digital natives, Digital immigrants part 1.On the Horizon,9(5),1-6.
17. Small, R. V.,Gluck , M.(1994).The relationship of motivational conditions to effective instructional attributes: A magnitude scaling approach.Educational Technology,34(8),33-40.
18. Tapscott, D.(2008).Grown up digital: How the net generation is changing your world.New York, NY:The McGrawHill Companies, Inc..
19. Warschauer, M.(1996).Computer Assisted Language Learning: An introduction.Multimedia Language Teaching
20. Warschauer, M.(1995).Virtual connections: Online activities and projects for networking language learners.University of Hawaii: Second Language Teaching & Curriculum Center.
21. Warschauer, M.,Schetzer, H.,Meloni, C.(2000).Internet for English teaching.Alexandria, VA:Teachers of English to Speakers of Other Language, Inc..
22. Yang, J. C.,Chen, C. H.,Jeng, M. C.(2010).Integrating video-capture virtual reality technology into a physically interactive learning environment for English learning.Computers & Education,55(3),1346-1356.
23. 王峋華, H. H.(2017)。臺北市=Taipei, Taiwan，國立臺灣師範大學=National Taiwan Normal University。
24. 甘芸, Y.(2015)。臺中市=Taichung, Taiwan，國立臺中教育大學=National Taichung University of Education。
25. 朱敬先, C. H.(1997).教育心理學：教學取向.臺北市=Taipei, Taiwan:五南書局=Wu-Nan.
26. 何榮桂, R. G.(2010)。臺灣數位學習推動現況與展望。數位學習創新應用—2010數位學習國際研討會論文集，臺北市=Taipei, Taiwan:
27. 吳美美, M. M.(2004)。數位學習現況與未來發展。圖書館學與資訊科學，30(2)，92-106。
28. 吳鴻志, H. C.,王思又, S. Y.(2016)。Cool English線上學習平臺融入英語教學對國中生英語學習動機與學習成就之影響。第十五屆離島資訊技術與應用研討會，高雄市=Kaohsiung, Taiwan:
29. 宋曜廷, Y. T.,張國恩, K. E.(2013)。數位學習系列叢書總序。語文數位學習，臺北市=Taipei, Taiwan:
30. 李彥儂, Y. N.(2017)。臺北市=Taipei, Taiwan，國立臺灣師範大學=National Taiwan Normal University。
31. 沈中偉, C. W.(2008).科技與學習：理論與實務.臺北市=Taipei, Taiwan:心理=Psychological Publishing.
32. 周依玲, Y. L.(2013)。臺南市=Tainan, Taiwan，國立成功大學=National Cheng Kung University。
33. 邱毓雯, Y. W.(2007)。國小英語教學問題之探討。教育人力與專業發展期刊，24(4)，135-140。
34. 柯華葳, H. W.(2013)。主編序。語文數位學習，臺北市=Taipei, Taiwan:
35. 高瑜璟, Y. C.(2006)。數位學習—學習的新趨勢。網路社會學通訊期刊，57
36. 高熏芳, H.F.(2013)。科技發展與教育改革。數位原生的學習與教學，臺北市=Taipei, Taiwan:
37. 張春興, C. H.(2007).教育心理學：三化取向的理論與實踐.臺北市=Taipei, Taiwan:東華書局=Tung Hua Book.
38. 張雅卿, Y. C.(2009)。國小英語教學城鄉差距之研究—以新竹地區為例。新竹縣教育研究集刊，9，183-212。
39. 教育部=Ministry of Education(2008).國民中小學九年一貫課程綱要語文學習領域（英語）修正 970526 定稿單冊.臺北市=Taipei, Taiwan:作者=Author.
40. 教育部=Ministry of Education(2014)。教育部（2014）。104-107 年提升國民中小學英語文教學成效計畫。臺北市：作者。[Ministry of Education. (2014). Programs Of enhancing English teaching effectiveness on junior high and elementary schools in 2015-2018. Taipei, Taiwan: Author.]。
41. 教育部（2015b）。Cool English 英語學習平臺。取自 www.coolenglish.edu.tw[Ministry of Education. (2015b). Cool English Learning Platform. Retrieved from www. coolenglish.edu.tw]
42. 教育部（2015a）。ide@Taiwan 2020（ 創意臺灣）政策白皮書亮點報告：數位學習活化教學【行政院第 3466 次會議】。取自 https://www.slideshare.net/OpenMic1/20150917-52872925[Ministry of Education. (2015a). ide@Taiwan 2020 policy white paper highlights report: Creative Teaching via e-Learning (in the 3466th meeting of Executive Yuan). Ret r ieved from https://www.slideshare.net/OpenMic1/20150917-52872925]
43. 教育部統計處（2018）。教育統計查詢網。取自 https://stats.moe.gov.tw[Ministry of Education, Department of Statistics. (2018). Educational statistics search website. Retrieved from https://stats.moe.gov.tw]
44. 郭生玉, S. Y.(2001).心理與教育研究法.新北市=New Taipei City, Taiwan:精華書局=Jing Hua Book.
45. 陳芷茵, C. Y.(2016)。雲林縣=Yunlin, Taiwan，國立雲林科技大學=National Yunlin University of Science and Technology。
46. 黃悅民, Y. M.,蒲盈宏, Y. H.,蘇彥寧, Y. N.,黃永銘, Y. M.(2013)。應用科技於英語學習。語文數位學習，臺北市=Taipei, Taiwan:
47. 楊接期, J. C.(2013)。遊戲為基礎的語言學習。語文數位學習，臺北市=Taipei, Taiwan:
48. 楊詠婷, Y. T.(2010)。桃園市=Taoyuan, Taiwan，私立開南大學=Kainan University。
49. 鄒景平, C. P.(2005).數位學習新視界：上網教與學.臺北市=Taipei, Taiwan:鼎茂書局=Tingmao Book.
50. 廖文綺, W. C.(2013)。嘉義縣=Chiayi County, Taiwan，私立南華大學=Nanhua University。
51. 劉美鳳, M.F.(2010)。資訊技術在教育應用的思考。數位學習創新應用─2010數位學習國際研討會論文集，臺北市=Taipei, Taiwan:
52. 劉惠玉, H. Y.(2014)。宜蘭縣=Yilan, Taiwan，私立佛光大學=Fo Guang University。
53. 劉繼仁, G. Z.(2005)。整合教室與網路的英語教學設計。教育研究月刊，138，18-31。
54. 劉繼仁, G. Z.,李純儀, C. I.,陳靜瑤, C. Y.,郭俞鈴, Y. L.,文惠歆, H. H.(2013)。行動與環境感知的英語學習環境設計。語文數位學習，臺北市=Taipei, Taiwan:
55. 劉顯親, H. C.(2013)。臺灣應用電腦及網路科技於英文教學之發展。語文數位學習，臺北市=Taipei, Taiwan:
56. 潘莉欣, L. H.(2017)。臺南市=Tainan, Taiwan，私立南臺科技大學=Southern Taiwan University of Science and Technology。
57. 薛慶友, C. Y.,傅潔琳, J. L.(2015)。數位學習平台的應用特色與評析。臺灣教育評論月刊，4(4)，77-84。
58. 謝瑩潔, Y. C.(2013)。談提升英語力之政策與展望—專訪教育部政務次長黃碧端。語言之道，1，2-5。

1. 何素勤(2022)。科技輔助國小學童自主學習之課程探究－以因材網為例。學校行政，140，103-121。
2. 林純雯(2021)。幼兒園家長資訊通信科技知能對其電子化校務參與動機之影響：以審議信念與領導支持為中介。課程與教學，24(4)，167-198。
3. 蕭佳純(2022)。國小教師參與專業學習社群對學生學習動機與學習行為影響之研究。清華教育學報，39(1)，37-72。