後設認知策略教學對於行動裝置輔助聽力學習的效果

Abstract

許多研究指出後設認知策略教學對於聽力學習有幫助，尤其在聽力表現以及後設認知覺察這兩方面。而隨著手機科技的發展與普及，研究亦顯示使用手機學習英語聽力在聽力表現與策略發展有幫助，而外語學習者們更給予手機裝置輔助學習給予正面的態度。因此，本研究旨在研究後設認知策略教學對於行動裝置輔助聽力學習在聽力表現、後設認知覺察的影響，以及學生們對於行動裝置輔助聽力學習的感知。 受試者為90名就讀於國立高職進修部的高三學生。學生們被分為實驗組一、實驗組二以及控制組。實驗組的學生們接受為期十週的後設認知策略的聽力教學，實驗組一和二的相異點在於，實驗組一除了課堂上後設認知策略聽力教學外，他們必須在課餘時間完成額外的聽力練習。在教學開始前後，所有學生都接受了聽力測驗以及後設認知覺察聽力量表(MALQ)。教學過程中，實驗組一和實驗組二的學生利用學習日誌來記錄他們學習情形。教學結束之後，實驗組一的學生完成了科技使用與聽力課程接受度的問卷(TPAQ)而實驗組二的學生完成了對聽力課程接受度的問卷(PAQ)，以檢視學生對於聽力課程的看法。最後，為了解學生在學習中遇到的困難、策略使用情形以及對於手機融入聽力學習的看法與態度，實驗組中的學生接受訪談。 研究結果顯示學生接受後設認知聽力策略教學以及行動輔助聽力學習之後，在聽力表現上並沒有顯著的進步。然而，後設認知聽力策略教學和行動輔助聽力學習對於後設認知覺察有顯著的影響，在後設認知覺察聽力問卷中，計畫以及心譯這兩個面向，實驗組的表現優於控制組。而對於聽力課程接受問卷中，實驗組一在容易學習和滿意度的看法顯著地勝過實驗組二。其中，實驗組一的學生在課外聽力練習中偏好手機，並且給予手機在聽力學習上正面的看法。最後根據本文的研究發現，提供給有關後設認知聽力策略教學以及行動裝置輔助聽力學習在外語教學的建議。A great deal of research has proven that metacognitive strategy instruction enhanced EFL learners in listening performance and metacognitive awareness. With the prevalence of mobile technology, EFL listening integrated with mobile phones benefited learners in listening comprehension and strategy use. EFL learners also positively perceived the role of mobile phones in learning listening. Therefore, the present study aims to investigate the effects of metacognitive strategy instruction on mobile-assisted listening in terms of listening performance, metacognitive awareness and perceptions of using mobile phones. The participants were 90 12th graders in vocational senior high school, the division of continuing education. They were divided into two experiment groups and a control group. The experiment group one received metacognitive strategy instructions and out-of-class listening exercises. The experiment group two received metacognitive strategy instructions while the control group had no intervention. Before and after the intervention, listening proficiency tests and Metacognitive Awareness Listening Questionnaire (MALQ) were used to assess the effects on listening performance and metacognitive awareness. During metacognitive strategy instruction for ten weeks, they kept listening journals for tracing their learning process. After receiving metacognitive strategy instruction for ten weeks, the experiment group one had Technology and Program Acceptance Questionnaire (TPAQ) and the experiment group two had Program Acceptance Questionnaire (PAQ) for the perceptions of using mobile phones for learning listening and the listening program. Moreover, an oral interview was conducted after the metacognitive strategy instruction ended. The results showed that the participants with metacognitive strategy instruction and mobile-assisted listening did not have significant improvement in listening performance. However, the metacognitive strategy instruction and mobile-assisted listening significantly enhanced participants’ metacognitive awareness, planning-evaluation and mental translation in particular. The experiment group one showed significantly better perceptions of the listening program than the experiment group two in terms of ease of use and satisfaction. The experiment group one also preferred to learn listening on mobile phones and positively perceived the role of mobile phones in learning EFL listening. Finally, the limitations of the present study and pedagogical implications were discussed to shed some lights on future research.