林美娟Janet Mei-Chuen Lin吳怡君Yi-Jiun Wu2019-08-292013-8-12019-08-292010http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0697080081%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/93028本研究使用準實驗研究設計，以台北市某國小為研究場域，讓分屬兩個班級的57位五年級學生於英語課堂中使用小筆電進行英語學習，另外兩個班級的57位學生則以傳統英語課堂方式學習。藉由課堂觀察、教師反思札記、問卷調查與訪談等方式收集資料。研究發現，使用小筆電能使教師設計更多活潑與創新的教學活動，而這些活動增加了學生英語聽力與口說練習機會。使用小筆電的學生更喜歡英語課也專注於學習，對於學習英語增添自信，學習成就表現亦優於傳統課堂學習的同學。The study used quasi-experimental designs. In this study netbooks were used by 57 five-graders in two classes to learn English language for an entire semester at an elementary school in Taipei. Fifty-seven students in two other classes served as the control group who received traditional instruction. The study collected data by classroom observation, reflective journal by teacher, questionnaires, and semi-structured interview. It was found that the use of netbooks encouraged the instructor to design more innovative learning activities which greatly enhanced student engagement in learning. The activities provided students with much more opportunities to practice listening and speaking. The netbook-using students not only liked English language class more and were more attentive during class but were more confident in being able to learn English language well. Analysis of final exam scores also revealed that netbook-using students significantly outscored their non-netbook-using counterparts.小筆電英語學習資訊科技融入教學NetbookEnglish language learningIntegrating information technology into instruction