行動字彙學習軟體在英語學習上之應用

104年01月07日  

研究生：黃妙樺

指導教授: 張美美 博士

行動字彙學習軟體在英語學習上之應用

The Application of the Mobile Vocabulary Learning Program in English Learning 

摘要:

本研究旨在探討行動字彙學習軟體對學生學習成效的影響，學習態度傾向以及學生對此行動學習軟體的接受度也一併討論。本研究共有114位科技大學學生參與，57位學生為行動學習組，另外57位學生為傳統學習組。行動學習組於課後使用行動字彙學習軟體進行7週的英語單字學習，傳統學習組則以傳統文本單字表進行英語單字學習。資料分析取自學生學習前後測成績，學生自填式問卷，以及行動學習組中隨機抽取四位學生進行半結構式之訪談紀錄。

研究結果顯示行動學習組在學習前後測成績有顯著差異。從學生自填式問卷及半結構式訪談中發現，學生對於應用行動字彙學習軟體於英語學習，抱持正面的態度。學生認為使用行動字彙學習軟體學習英文的好處是：隨時隨地都能學習，對於學習非常有幫助且行動學習軟體介面操作方便。此外，學生認為軟體中的單字拼字遊戲非常有趣，能激發學生的學習動機。學生建議在未來此行動學習軟體可增加單字量並提高單字難度，添加更多與學生修習科目之專業領域單字，以及 提供更多不同種類的單字遊戲。

研究結果亦發現影響學生對行動字彙學習軟體的接受度的因素為：知覺便利性以及知覺玩性。學生的學習態度則影響了學生未來使用此科技於學習的傾向。

關鍵字: 行動自會學習軟體、行動科技輔助語言學習、學習動機、科技接受模式 

Abstract:

This study aims to evaluate the influence of the Mobile Vocabulary Learning (MVL) program on students’ learning performance, and to examine the students’ perceptions and students’ acceptance toward using the mobile learning program.

A total of 114 students from a vocational university in southern Taiwan enrolling in an English listening class participated in the study. Fifty-seven students were assigned to form a mobile-learning group. They used the Mobile Vocabulary Learning program for 7 weeks. The other 57 students were assigned to the control group and learned the vocabulary with the paper-based text only.

The results from students’ pre- and post- test showed that there was a significant difference between the two groups. The findings from the questionnaire and the interviews revealed that students had positive attitude toward the Mobile Vocabulary Learning program. Students believed that using this program to learn is convenient and the program is very useful and easy to use. The spelling game, Hanger, in the program is fun for students. It enhanced the students’ motivation toward learning. Students also suggest that more difficult vocabularies and more professional vocabularies related to their major could be added, and more types of vocabulary games could be provided in the future.

The study also found that students’ perceived convenience and perceived playfulness had a significant effect on students’ technology acceptance. Students’ attitude toward using the program also had a significant effect on students’ intention to use the program.

Keywords: Mobile Vocabulary Learning program, Mobile Assisted Language Learning (MALL), learning motivation, TAM model