即時線上討論對於文本理解與單字學習之影響

Abstract

隨著科技產品如智慧型手機及平板電腦的普及，電腦輔助溝通(CMC)近來逐漸盛行。為了解是否可能將CMC融入第二語言教學課堂，須先研究其對第二外語學習所帶來的影響。據此，本研究採取focus on form (FonF)教學的角度探究線上討論對於第二外語單字學習及文本理解的效果，並與個別習作互做比較。 本研究包含82位來自臺北市一所女校的受試者，分為實驗組(EG)和對照組(CG)，分別給予線上討論與個別習作的學習情境。在進行十次的學習之前，受試者先進行單字前測。每一次學習進行之後，受試者進行單字立即後測與該週文章的閱讀理解測驗，一週後進行單字延遲後測。 每週五十分鐘的學習由七分鐘的個別閱讀開始，之後研究者進行問題詢問，目的在於引導目標字彙的使用。在線上學習情境中，受試者透過線上論壇與組員討論問題；而在個別習作情境中，受試者自行寫下答案後再與他人交換答案卷。在兩組別中，受試者各花十分鐘回應針對同一目標單字的所有問題。 資料分析包括變異數分析(ANOVA)及歷時性資料變化分析。組內比較中，單字前後測上有顯著差異，顯示兩種學習情境皆有助於單字學習。針對單字後測平均分數做歷時性資料變化分析，則可見在總次數十次中，EG的表現等於或高於CG高達五次。若將EG受試者在多工的學習情形下所需負擔的高度認知負荷量納入考慮，可知EG受試者在單字學習上的表現已超乎期待，也因而可推測線上討論應能對單字學習帶來正向影響。同時，針對閱讀理解測驗的平均分數做歷時性資料變化分析，也可得知就本研究中所探討的三個閱讀面向(總體理解、局部理解與推論)而言，EG受試者表現優於CG受試者約七至九次，其中變異數分析組間比較的顯著差異也證明了線上討論對總體理解的正向學習效果。此學習效果可能來自於CMC營造了較為友善的環境，讓學習者能與其他組員分享看法，而引發意義協商。藉由互相交換訊息，學習者們能增進對文本的理解。 本研究探討了將線上討論做為FonF學習方法的可能性，並認為線上討論有助於單字學習與文本理解。同時，本研究也嘗試將歷時性資料變化分析做為分析研究資料的一種方法。With the heavy use of technological gadgets such as smartphones or tablet computers, computer-mediated communication (CMC) has been prevalent nowadays. To explore the possibility to involve CMC in L2 classrooms, it is necessary to investigate the effects it brings to L2 learning. This study adopts a FonF viewpoint to examine the effects of online discussion on L2 word form (WF) learning and text comprehension, compared with the effects of individual work. The participants were 82 tenth graders in a girls’ high school in Taipei, divided into the experimental group (EG) and the control group (CG). The two groups were respectively allocated with the learning conditions of online discussion and individual work. Prior to the ten-time intervention, a word form (WF) pretest was conducted. Each time after the intervention, the participants took a WF immediate posttest and a comprehension test based on the assigned reading, followed by a WF delayed posttest one week later. The weekly fifty-minute intervention began with a seven-minute silent reading. Afterwards, some text-based questions were asked for the purpose of eliciting the target words. In the online discussion condition, the participants discussed the given questions with their group members through an online forum, while in the individual condition, the participants wrote down their answers to the questions and then exchanged the answer papers. In both groups, the series of questions focusing on one target word took ten minutes. Data analysis included ANOVA and data variation analysis. ANOVA revealed significant differences in within-group comparisons of the collapsed mean scores of WF tests, indicating that both conditions facilitate the learning of word forms. The analysis of variations in diachronic mean scores of WF posttests shows EG performed not worse than CG for five out of ten times. Considering the heavier cognitive load resulting from dual-tasking of EG’s treatment, EG participants’ performance in word form learning actually exceeded expectations, thus implying that online discussion was more effective in helping word form learning when compared with individual work. Also, the analysis of diachronic data development in the mean scores of comprehension tests reveals EG’s better performance than CG for seven to nine times in the three types of comprehension (i.e. global, local comprehension and inferencing), among which global comprehension is found to benefit most from online discussion condition, as having been proved by the significant difference of between-group comparisons of the collapsed mean scores. The possible explanation is that CMC might elicit more negotiation of meanings since it creates a more friendly environment for learners to comfortably share ideas with other group members. By giving responses and reading others’, learners can develop a better understanding of the texts. This study explores the possibility to involve online discussion as one option in FonF intervention, and suggests that online discussion might be able to facilitate learners’ word form learning and text comprehension. What’s more, this study provides an example to complete research results with analysis of diachronic data development.