即時反饋系統對高中學生英文學習態度與學習成效之影響

Abstract

本研究旨在探討即時反饋系統（Interactive Response System, IRS）對高中學生英文學習態度與學習成效之影響。透過行動研究法，研究者在兩個循環的教學過程中融入數位工具（如Quizlet、Quizizz、Blooket、Wordwall），並收集學習態度量表、學習成就測驗與質性訪談資料。研究結果顯示，即時反饋系統的應用能有效提升學生的學習動機、課堂參與度與學習專注力。特別是在單字記憶和學習弱點改進方面，學生顯示出顯著進步。此外，即時回饋機制讓學生能快速掌握錯誤，進一步修正學習策略，形成良性學習循環。然而，研究亦發現，學生在文法理解及長篇閱讀的學習成效改善有限，需更長時間及更具針對性的教學策略來補強。此外，過多數位工具可能導致學生混淆，影響學習效率，建議教師精簡工具選擇並確保其應用的一致性。本研究建議教師善用數位工具與傳統教學模式相結合，設計互動且多元的學習活動，以提升學生的學習成效並增進學習體驗。同時，透過差異化教學與個別化指導，幫助基礎薄弱的學生逐步追上學習進度，進一步縮小學習差距。研究結果為教師在數位學習時代下的教學實踐提供了重要參考。This study explores the impact of Interactive Response Systems (IRS) on senior high school students' English learning attitudes and effectiveness. Using an action research approach, the study integrated digital tools such as Quizlet, Quizizz, Blooket, and Wordwall over two teaching cycles. Data collection involved learning attitude scales, English achievement tests, and qualitative interviews. Results indicate that IRS effectively enhanced students' motivation, classroom engagement, and focus. Significant improvements were observed in vocabulary retention and addressing learning weaknesses. Additionally, the immediate feedback mechanism allowed students to quickly identify errors, adjust strategies, and foster positive learning loops.However, the study also revealed limited progress in grammar comprehension and extensive reading, suggesting a need for extended time and targeted instructional strategies. The excessive use of digital tools occasionally caused confusion, reducing learning efficiency. Therefore, teachers are advised to streamline tool selection and ensure consistent application. This study recommends combining digital tools with traditional teaching to design interactive and diverse learning activities, enhancing both learning outcomes and experiences. Furthermore, differentiated instruction and personalized guidance are essential to support students with weaker foundations, helping them catch up and narrow the learning gap. The findings provide valuable insights for educators navigating the digital learning era.