Implementing Cooperative Learning with Zuvio Interactive Response System in Teaching Introduction to Linguistics

合作學習搭配Zuvio即時反饋系統運用於語言學概論教學之研究

10.6906/JAL.201712_(6).0003

周玉楨(Yu-Chen Chou)

Cooperative learning ； Zuvio IRS ； learning anxiety ； linguistics ； 合作學習 ； Zuvio即時反饋系統 ； 學習焦慮 ； 語言學

應用語文學報

6期（2017 / 12 / 01）

35 - 58

英文

The purpose of the study is first to implement cooperative learning, an effective and active pedagogy, with Zuvio Interactive Response System (IRS), an interactive online teaching platform, in the linguistics class. Second, it aims to evaluate the effectiveness of this integrated method and explores students' linguistics learning anxiety. A total of 55 sophomore English majors enrolled in Introduction to Linguistics in a Taiwanese college participated in the study. Findings from a set of questionnaires indicated that the mean of linguistics learning anxiety was at a medium level based on a Liker five-point scale. The participants highly evaluated the usefulness of cooperative learning in general and the benefits of cooperative learning in the linguistics class. These participants valued the effectiveness of using Zuvio IRS in cooperative learning highest, followed by the discussion function. They reported the comparatively lowest degree of the peer evaluation function. Learning anxiety was positively correlated to beliefs about the usefulness of cooperative learning in general, belief about the benefits of cooperative learning in the linguistics class, and the effectiveness of the Zuvio IRS discussion function. Consistently, the participants with high level of anxiety evaluated these three variables significantly higher than those with low anxiety did. The results provide some pedagogical implications that hopefully can become useful references for researchers, teachers and educators for either further research or considering cooperative learning as one of the powerful instructional methods in their practices.

合作學習為一極具效率的教學法，近年來已廣為各級教學機構所採用。本研究基於外文系大二學生在修習語言學概論時，面對許多困難點並表現出相當程度的學習焦慮，因此，本研究的目的為：採用合作學習教學法搭配Zuvio即時反饋系統於語言學概論教學，以Likert五等第問卷評估探討其效率性及其與學習焦慮的關聯性。結果顯示，此55名外文系學生具中級程度的學習焦慮。對合作學習一般性信念具極高的肯定，也相當程度正面評估合作學習運用在語言學概論的助益，在Zuvio即時反饋系統的三項功能評估中，學生給予Zuvio用於合作學習的功能最高評價，次為討論功能及同儕互評功能。學生之語言學學習焦慮與合作學習一般性信念，合作學習運用在語言學概論的助益及Zuvio即時反饋系統的討論功能皆成正相關。學習焦慮高的學生對合作學習一般性信念，合作學習運用在語言學概論的助益及Zuvio即時回饋系統的討論功能評估在統計上明顯高於學習焦慮低的學生。本研究希望藉此結果，能提供老師與教育學者在實務教學及教學研究上輔以參考之價值。