劉惠美Liu, Huei-Mei王雅億Wang, Ya-Yi2019-08-282020-09-252019-08-282018http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G0500091210%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/91383　　本研究旨在探討字母拼讀法結合平板電腦教學對國中聽覺障礙學生英語字彙學習之成效。研究方法採單一受試研究法之跨受試多探試實驗設計，研究參與者為臺北市鑑定安置輔導委員會鑑定之三名國中聽覺障礙學生，自變項為字母拼讀法結合平板電腦教學；依變項為英語字彙之聽辨、讀音及拼字的學習成效。 本研究之實驗處理分為三階段，分別為基線期、處理期和維持期。研究過程以研究者自編「英語字彙學習評量」為工具進行資料蒐集，以視覺分析、C統計及效果量進行資料處理與分析。另使用研究者自編「英語學習態度問卷」了解教學前與教學後英語學習態度之改變情形，並對資源班英語教師使用「英語教學回饋調查表」，以了解其他教師對此教學的看法。 　　本研究結果顯示： 一、字母拼讀法結合平板電腦對國中聽覺障礙學生英語字彙之聽辨具有立即與維持效果。 二、字母拼讀法結合平板電腦對國中聽覺障礙學生英語字彙之讀音具有立即與維持效果。 三、字母拼讀法結合平板電腦對國中聽覺障礙學生英語字彙之拼字具有立即與維持效果。 四、研究參與者與資源班教師認同字母拼讀法結合平板電腦教學可提升英語字彙學習表現與學習態度。 　　本研究綜合上述研究結果，提出對未來研究與聽覺障礙學生英語字彙教學之相關建議。　The purpose of the study was to explore how integrating tablet PC into phonics instruction enhanced English vocabulary learning for junior high school students with hearing impairments. A single-subject experimental study of multiple-probe design across subjects was used. The three junior high school students with hearing impairments served as the subjects, who were identified as Hearing Impairments by the Committee of Identification, Placement and Consultation for the Special Needs Children in Taipei City. The independent variable of the research was integrating tablet PC into phonics instruction, whereas the dependent variables were the outcomes of students’ learning of English vocabulary’s listening identification, pronunciation, and letter spelling. 　The experiment was divided into three phases, respectively the baseline period, the treatment period, and the maintenance period. The assessments of English vocabulary were developed by the researcher. The data were analyzed using visual inspection, C statistics, and Effect Size. To examine differences in students’ attitude of English learning, the English Learning Attitude Questionnaire was administered to all participants before and after the experiment. Their English teachers were asked to take the feedback questionnaire to assess their satisfaction with the intervention program. The major findings were as following: 1. Integrating tablet PC into phonics instruction has immediate and retained effects on students’ English vocabulary listening identification. 2. Integrating tablet PC into phonics instruction has immediate and retained effects on student’s English vocabulary pronunciation. 3. Integrating tablet PC into phonics instruction has immediate and retained effects on students’ English vocabulary letter spelling. 4. The participants and their teachers agreed that integrating tablet PC into phonics instruction enhanced the participants’ English vocabulary and learning attitudes. 　According to the findings mentioned above, suggestions were proposed for future studies and English vocabulary teaching in students with hearing impairments .字母拼讀法聽覺障礙學生平板電腦英語字彙學習學習態度Phonics InstructionTablet PCHearing ImpairmentsEnglish vocabulary learninglearning attitudes