口說與書寫對話日誌對英語口語能力的影響

Abstract

對話日誌方面的研究已顯示出口說或書寫的對話日誌能改善學生的口語表現。然而，幾乎沒有研究探討口說與書寫對話日誌對英語口語能力的影響。這篇論文以質化及量化的方式探究口說與書寫對話日誌對大學生英語口語能力的影響。旨在調查此活動對整體英語口語能力、說話流利度、文法精確度、字彙方面的影響及實驗對象對這項活動的看法。 此活動一共進行了三個月，實驗對象包括11位大學生。研究結果發現實驗對象整體口語能力提升。流利度、文法精確度及字彙方面都有某個程度的改善，尤其在流利度及時態精確度方面。此外，他們對活動抱持正向的態度，不僅在說英文方面變得較有自信，也有較強烈的動機去學英文和說英文，而且喜歡這個活動。 這項研究讓我們了解到學生在英語口語方面有哪些進步，以及他們為何能改善他們的口語表現。基於這些研究發現，研究者提出具體說明關於這項活動如何落實在英語教育以及對未來研究的多項建議。

Research in the area of dialogue journals has shown that keeping oral or written journals can improve students’ speaking performance. However, nearly no research has been done on the effects of doing oral-written dialogue journals in enhancing speaking English. This thesis quantitatively and qualitatively explored the impacts of the oral-written dialogue journals on speaking performance of EFL university-level students. Specific research focuses were the influence of keeping oral-written dialogue journals on overall speaking proficiency and the effect on speaking fluency, grammatical accuracy, and vocabulary richness as well as the participants’ perceptions of this activity. The oral-written dialogue journal activity had been implemented for three months. The subjects were eleven university students who were invited to join this activity. Findings consisted of objective measurements and qualitative inquiry revealed that participants’ overall speaking proficiency was enhanced through this activity. Their fluency, grammatical accuracy and vocabulary richness were also improved to some extent, particularly on fluency and verb tense accuracy. The subjects’ perceptions of this activity were also shown positive. They not only became more confident in speaking English and more motivated to speak or learn English but also liked this activity. This study enabled us to understand in what aspects of speaking EFL learners had made progress as well as why they had improved their speaking performance. Based on the findings, pedagogical implications and suggestions for further research were made.