運用行動輔助影子跟讀法練習增進台灣學生聽力之研究
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2019
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Abstract
本研究旨在審視運用行動輔助影子跟讀法練習對台灣高中生聽力理解的影響及探討學生對此練習的觀感。受試者為善化高中由同一位英文老師授課的兩個班級，一班爲實驗組，需完成為期一個月的影子跟讀法練習。另一班則為對照組，接受和以往相同的聽力指導。本研究採用全民英檢初級聽力測驗作為前後測材料，來檢視學生聽力理解程度的變化。並針對實驗組，用問卷來探知學生們對於行動輔助影子跟讀法練習的觀點及感受。最後，透過實驗組的個別訪談，來輔助並交叉比對測驗及問卷的結果。
分析結果發現實驗組的聽力理解程度，在實驗結束後並沒有顯著進步，然而，實驗組學生對於行動輔助影子跟讀法練習抱持正面觀感，且增強了他們學習英文的動機。此研究結論的含義，也提供給現職英文教師們在教學上做參考。
The aim of the present study was to investigate the impact of mobile-assisted shadowing practice on Taiwanese EFL high school students’ English listening comprehension and to explore the students’ perceptions of improving listening by using such practice. The participants included two intact classes taught by the same English teacher in Shan-Hua senior high school in southern Taiwan. One was served as the Experimental (Shadowing) Group required to complete the one-month shadowing practice, while the Control (Non-Shadowing) Group received instruction as usual. The listening test from GEPT elementary level serving as the pre-test and the post-test was given to both groups before and at the end of the treatment to assess listening comprehension. The Experimental Group’s perceptions of shadowing practice were collected in a post-study online questionnaire. Finally, semi-structured interviews were conducted with six participants to gain more insights. It was found that the Experimental Group didn’t obtain statistically significant improvement in listening. However, the Experimental Group reacted favorably to shadowing practice and thier motivation in learning English was increased. The study also proposed a few pedagogical implications for on-the-spot language teachers.
The aim of the present study was to investigate the impact of mobile-assisted shadowing practice on Taiwanese EFL high school students’ English listening comprehension and to explore the students’ perceptions of improving listening by using such practice. The participants included two intact classes taught by the same English teacher in Shan-Hua senior high school in southern Taiwan. One was served as the Experimental (Shadowing) Group required to complete the one-month shadowing practice, while the Control (Non-Shadowing) Group received instruction as usual. The listening test from GEPT elementary level serving as the pre-test and the post-test was given to both groups before and at the end of the treatment to assess listening comprehension. The Experimental Group’s perceptions of shadowing practice were collected in a post-study online questionnaire. Finally, semi-structured interviews were conducted with six participants to gain more insights. It was found that the Experimental Group didn’t obtain statistically significant improvement in listening. However, the Experimental Group reacted favorably to shadowing practice and thier motivation in learning English was increased. The study also proposed a few pedagogical implications for on-the-spot language teachers.
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行動輔助語言學習, 影子跟讀法, 英文為外語學習者, 聽力理解, mobile-assisted language learning, shadowing, EFL learners, listening comprehension