機器人專題設計融入英語學習對學生英語自我效能、程式設計興趣、英語溝通焦慮、學習價值與英語學習進步之相關研究

Abstract

近年來，世界各國為了滿足其未來的人才需求，積極推動STEM教育以提升國家競爭力，從台灣教育制度來看，學生雖然能獲得很多概念性知識卻無法應用於日常生活，面對科技的快速發展，將會有被AI取代的危機。研究者身為台北市某國小之英語教師，觀察到高年級學生在英語程度有很大的落差，特別是英語差的學生在英語課堂總是無法有效提高其學習動機，因此本研究實施資訊科技融入國小高年級英語教學之行動研究，希望藉由機器人程式設計的課程融入，提昇國小高年級學生的學習興趣、英語學習價值與自我效能，進而提升學生的英語學習進步量。本研究以國小五年級學生將近200位學生為研究對象，每班拆成15人的小班制教學，分別由外師進行一節40分鐘的課程，至少一周會有兩個班進行該課程。課程結束後將會進行問卷蒐集，並針對學生做前後測來分析學生的英語學習進步量。構面包含：英語自我效能、英語學習價值、機器人程式設計興趣、英語溝通焦慮等四個變項，並依序編制問卷。最後，再透過SPSS和AMOS進行信效度測驗、構面相關性分析和研究模式驗證之統計分析。研究結果顯示：（一）機器人程式設計興趣和英語自我效能為正相關。（二）英語溝通焦慮和英語自我效能無顯著相關。（三）機器人程式設計興趣和英語學習價值是正相關。（四）英語溝通焦慮和英語學習價值無顯著相。關（五）英語學習價值和英語字彙學習進步量無顯著相關。To understand how programming with Robot project design course taught in English classes can affect students’ cognition and affection, this study explored the correlates between participants’ English self-efficacy, English learning value, programming interest and English learning anxiety of high-grade elementary school students, even better to improve students’ English learning progress. This study has randomly selected fifth grade students from one of Taipei city elementary schools as the objects. There are about 200 students will take part in this study. This study has been conducted for 3 months, and at least 2 times in a week. The data will be collected after the students finish the courses and students will take pretest and posttest to analyze improvement of students’ academic performance.The quesstionnaires have been constructed and it’s based on four variables, including English self-efficacy, English learning value, English learning anxiety, programming interest. The obtained data was processed with AMOS and Windows for SPSS 23.0 version of statistic package to carry out the reliability and validity analysis, structural equation modeling and descriptive statistics.The results show that: (1) English learning self-efficacy can positively predict programming interest. (2) English learning self-efficacy cannot significantly predict communication anxiety. (3) Programming interest can positively predict English learning value. (4) Communication anxiety cannot significantly predict English learning value. (5) There is no significant correlation between English learning value and learning outcome.