電腦輔助教學系統對提高國中聽覺障礙學生聽辨能力及語詞清晰度之成效
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2013
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Abstract
本研究旨在探討電腦輔助教學系統對提高國中聽覺障礙學生聽辨能力及語詞清晰度之成效。採用單一受試研究法之跨受試多基線設計，以三位安置於桃園縣某國中集中式啟聰班之聽覺障礙學生為對象。研究之自變項為「運用電腦輔助教學系統之訓練」，依變項為三位參與者之「聽辨能力」及「語詞清晰度」。訓練介入為期兩週，共計八次訓練，訓練介入撤除後一週進入維持期，於維持期進行聽辨評量三次。評量所得資料以視覺分析、C統計及構音分析等方法，評估訓練介入之成效。最後以自編「電腦教學系統輔助聽障生訓練接受度問卷」調查參與者、參與者家長及教師對此電腦輔助教學系統之接受度。本研究結果顯示：
一、電腦輔助教學系統能提升三位國中聽覺障礙學生之聽辨能力，且
具有良好之維持效果，聲調聽辨能力之提升效果較語詞聽辨能力
佳。
二、電腦輔助教學系統能提升三位國中聽覺障礙學生之語詞清晰度，
且能降低構音錯誤率。
三、教師及家長共六人對於電腦輔助教學系統之訓練接受度高，但參
與者本身接受度不高。
本研究並根據研究結果，提供相關建議，做為未來訓練與研究之參考。
The primary purpose of this study was to examine the effects of computer assisted instruction on improving speech identification and word intelligibility of junior high school students hearing impairment. A single-subject experimental study of multiple baseline design across subjects was used. The participants were three junior high school students with moderate to severe hearing impairment in the special class for hearing impairment in Taoyuan County. The independent variable was the training program using computer assisted instruction, whereas the dependent variables were the abilities of speech identification and word intelligibility of three participants. During two weeks, eight sessions of experimental training was administrated. Retention phases began a week after experimental training was finished. Participants’ speech identification was evaluated one a day in the three days. Data were analyzed mainly through visual analysis and C statistics. In addition, the error patterns and rates of articulation were analyzed. A self-constructed questionnaire was used to investigate the acceptability of the computer assisted instruction. The major findings were as following： 1. Computer assisted instruction resulted in enhanced and retained effects on speech identification capabilities of three participants. The effect on improving tone identification was better than word identification. 2. Computer assisted instruction resulted in enhanced effect on word intelligibility and reduction of articulation errors in three participants. 3. Computer assisted instruction was highly acceptable for parents and teachers of three participants, but it wasn’t highly acceptable for three participants. Further suggestions were proposed for future studies and training as based on the main findings of this study.
The primary purpose of this study was to examine the effects of computer assisted instruction on improving speech identification and word intelligibility of junior high school students hearing impairment. A single-subject experimental study of multiple baseline design across subjects was used. The participants were three junior high school students with moderate to severe hearing impairment in the special class for hearing impairment in Taoyuan County. The independent variable was the training program using computer assisted instruction, whereas the dependent variables were the abilities of speech identification and word intelligibility of three participants. During two weeks, eight sessions of experimental training was administrated. Retention phases began a week after experimental training was finished. Participants’ speech identification was evaluated one a day in the three days. Data were analyzed mainly through visual analysis and C statistics. In addition, the error patterns and rates of articulation were analyzed. A self-constructed questionnaire was used to investigate the acceptability of the computer assisted instruction. The major findings were as following： 1. Computer assisted instruction resulted in enhanced and retained effects on speech identification capabilities of three participants. The effect on improving tone identification was better than word identification. 2. Computer assisted instruction resulted in enhanced effect on word intelligibility and reduction of articulation errors in three participants. 3. Computer assisted instruction was highly acceptable for parents and teachers of three participants, but it wasn’t highly acceptable for three participants. Further suggestions were proposed for future studies and training as based on the main findings of this study.
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電腦輔助教學系統, 聽覺障礙學生, 聽辨能力, 語詞清晰度, Computer Assisted Instruction, Students with Hearing Impairment, Speech Identification, Word Intelligibility