應用互動式電子白板結合字彙教學對國中資源班學生英語學習成效之研究
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2016
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本研究旨在探討運用互動式電子白板結合字彙教學對國中資源班學生英語學習之成效，研究採用單一受試研究法之跨受試多基線實驗設計，研究對象為三名國中資源班之學習障礙學生或輕度智能障礙學生，評量內容主要是英語字彙聽力、口說與認讀，其結果以視覺分析與C統計進行資料處理，並使用「教學回饋表」蒐集參與者及其師長對此研究教學方案之滿意度，研究結果顯示:
一、應用互動式電子白板結合英語字彙教學，對國中資源班學生的「英語字彙聽力」學習具有立即成效與保留效果。
二、應用互動式電子白板結合英語字彙教學，對國中資源班學生的「英語字彙口說」學習具有立即成效與保留效果。
三、應用互動式電子白板結合英語字彙教學，對國中資源班學生的「英語字彙認讀」學習具有立即成效與保留效果。
四、原班級英語教師、參與者同意應用互動式電子白板結合字彙教學可以提升英語字彙學習成效，但對於提升學習英語之動機仍有限。
本研究綜合上述研究結果，提出對未來研究與資源班學生英語字彙教學之相關建議。
The purpose of this study was to investigate how the English vocabulary instruction with interactive electronic whiteboard (IWB) enhances the students’ English performance in junior high school resource class. A single-subject experimental study of multiple baseline across-subjects designs was used in this study. The participants in this study are three students with learning disabilities or mild intellectual disabilities in junior high school resource class. The participants’ performance data were gathered by English vocabulary listening, speaking and recognizing tests. And the dada were analyzed by visual inspections and C statistics. To understand the satisfaction with the teaching program in this study, the participants and their teachers expressed their feedback through the teaching feedback form. The results of the study were as the following: 1.The English vocabulary instruction with IWB has immediate and maintaining effects in the vocabulary listening performance test. 2.The English vocabulary instruction with IWB has immediate and maintaining effects in the vocabulary speaking performance test. 3.The English vocabulary instruction with IWB has immediate and maintaining effects in the vocabulary recognizing performance test. 4.The participants and their English teachers all agreed that the English vocabulary instruction with IWB enhanced the participants’ English vocabulary performance, but it is limited to enhance the motivation to learn English. According to the findings above, some suggestions were proposed for future studies and teaching English vocabulary to the students in junior high school resource class.
The purpose of this study was to investigate how the English vocabulary instruction with interactive electronic whiteboard (IWB) enhances the students’ English performance in junior high school resource class. A single-subject experimental study of multiple baseline across-subjects designs was used in this study. The participants in this study are three students with learning disabilities or mild intellectual disabilities in junior high school resource class. The participants’ performance data were gathered by English vocabulary listening, speaking and recognizing tests. And the dada were analyzed by visual inspections and C statistics. To understand the satisfaction with the teaching program in this study, the participants and their teachers expressed their feedback through the teaching feedback form. The results of the study were as the following: 1.The English vocabulary instruction with IWB has immediate and maintaining effects in the vocabulary listening performance test. 2.The English vocabulary instruction with IWB has immediate and maintaining effects in the vocabulary speaking performance test. 3.The English vocabulary instruction with IWB has immediate and maintaining effects in the vocabulary recognizing performance test. 4.The participants and their English teachers all agreed that the English vocabulary instruction with IWB enhanced the participants’ English vocabulary performance, but it is limited to enhance the motivation to learn English. According to the findings above, some suggestions were proposed for future studies and teaching English vocabulary to the students in junior high school resource class.
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電子白板, 資源班學生, 字彙教學, 英語學習, 英語字彙, interactive electronic whiteboard (IWB), resource class student, English vocabulary instruction, English learning, English vocabulary