電腦輸入對國中學習障礙學生寫作表現之研究
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2005
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本研究採單一受試法之「交替處理實驗設計」，旨在探討鍵盤打字與中文語音辨識系統兩種電腦輸入方式對國中學習障礙學生寫作表現及寫作態度之影響。研究對象乃經台中市鑑輔會鑑定為學習障礙且具書寫困難之國中學生，五名受試以鍵盤打字、中文語音辨識系統及手寫三種方式交替進行九次寫作，比較三種方式之寫作成品在文章流暢性、字彙廣度、內容品質、語法、寫作通則及寫作態度等變項上之差異。資料處理則採視覺分析方式，並以魏克遜配對組帶符號等級檢定做團體趨勢的考驗。
本研究的主要發現如下：
一、受試者在總字數、校正後相異字比例、非常用字數及內容品質等向度之表現受個人因素影響較大，並無一致的傾向。
二、受試者以語音寫作之完整句比例明顯高於手寫及鍵盤寫作。
三、鍵盤輸入及語音輸入兩種電腦寫作方式均能有效提升所有受試者之正確字比例。
四、電腦寫作對受試者寫作態度之影響並不一致，可能依個人特質而定。
本研究除針對上述研究發現加以討論之外，並綜合結論與研究限制提出實際教學及未來研究上之相關建議。
The study takes the method of Alternative Treatment Design（ATD）of single-subject design. It aims to compare the writing performance and writing attitudes of two computer input devices (i.e. keyboard inputdevices: word processingperformance and writing attitudes ofjunior high school students with learning disabilities. The examinees are identified to have suffered from learning disability andwriting problems by the Committee of Identification Placement and Consultation for the Special Needs Children in Taichung City. The five participants with learning disabilities and writing problems wrote nine compositions through typing、using CVRS, and handwriting alternatively. And and Chinese Voice Recognition System ,CVRS) and handwriting. The five junior high school students with learning disabilities serve as the subjects, who are identified as learning disability and suffer with writing problems by the Committee of Identification Placement and Consultation for the Special Needs Children in Taichung City. The nine compositions through typing、using CVRS, and handwriting alternatively are designed with counterbalance to collect LD students’ writing . The writings are scored as fluency、vocabulary、syntax、writing conventions、content and quality. The students’ attitudes toward writing are reported after each writing session. The visual analysis and the Wilcoxon Matched Pairs Signed-Ranks Tests are taken to analyze the data. The major findings of this study are as follow: 1. Participants are more likely to be affected by personal factors in terms of the total number of vocabulary、the Corrected Type-Token Ratio (CTTR)、mature words、contents, and quality; there is no consistent result of the three input devices. 2. The proportion of grammatically accurate sentences by CVRS writing is apparently higher than that by handwriting and typing. 3. Both computer-input writing: typing input and sound input, can effectively raise the proportion of correct words produced by participants. 4. Computer writing does not necessarily affect the participants’ attitudes towards writing; it may depend on personal characters. According to the findings above, the study also combines the conclusions and limitations to provide advice for practical teaching and future studies.
The study takes the method of Alternative Treatment Design（ATD）of single-subject design. It aims to compare the writing performance and writing attitudes of two computer input devices (i.e. keyboard inputdevices: word processingperformance and writing attitudes ofjunior high school students with learning disabilities. The examinees are identified to have suffered from learning disability andwriting problems by the Committee of Identification Placement and Consultation for the Special Needs Children in Taichung City. The five participants with learning disabilities and writing problems wrote nine compositions through typing、using CVRS, and handwriting alternatively. And and Chinese Voice Recognition System ,CVRS) and handwriting. The five junior high school students with learning disabilities serve as the subjects, who are identified as learning disability and suffer with writing problems by the Committee of Identification Placement and Consultation for the Special Needs Children in Taichung City. The nine compositions through typing、using CVRS, and handwriting alternatively are designed with counterbalance to collect LD students’ writing . The writings are scored as fluency、vocabulary、syntax、writing conventions、content and quality. The students’ attitudes toward writing are reported after each writing session. The visual analysis and the Wilcoxon Matched Pairs Signed-Ranks Tests are taken to analyze the data. The major findings of this study are as follow: 1. Participants are more likely to be affected by personal factors in terms of the total number of vocabulary、the Corrected Type-Token Ratio (CTTR)、mature words、contents, and quality; there is no consistent result of the three input devices. 2. The proportion of grammatically accurate sentences by CVRS writing is apparently higher than that by handwriting and typing. 3. Both computer-input writing: typing input and sound input, can effectively raise the proportion of correct words produced by participants. 4. Computer writing does not necessarily affect the participants’ attitudes towards writing; it may depend on personal characters. According to the findings above, the study also combines the conclusions and limitations to provide advice for practical teaching and future studies.
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Keywords
學習障礙, 電腦輸入, 中文語音辨識, 寫作表現, learning disability, computer input devices, Chinese Voice Recognition System (CVRS), composition