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題名：南台灣大學生在新聞英文課程中電子報活動對知識管理之效益研究
作者：王怡茜 引用關係
作者(外文)：Yi-Chien Wang
校院名稱：國立高雄師範大學
系所名稱：英語學系
指導教授：張玉玲
學位類別：博士
出版日期：2010
主題關鍵詞：電腦輔助溝通；電子報；外顯知識；互動；新聞英文；知識管理；內隱知識；SECI模式；Computer-mediated Communication；E-newsletter；Explicit Knowledge；Interactivity；Journalistic English；Knowledge Management；Tacit Knowledge；The SECI Model
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本研究旨在探討電子報活動對南台灣大學生知識管理與學習新聞英文之效益，其中，除了特別針對電子報對大學生內隱與外顯知識管理的影響進行分析外，文中亦探討學生學習新聞英文的成效與對電子報活動的回應。
本研究以國立高雄師範大學數學系與美術系一年級共六十六位學生為研究對象，兩班學生隨機分為實驗組（數學系）及對照組（美術系）。在為期八週的實驗中，兩組受試者需填寫知識管理前、後測問卷，接受訪談，並參與新聞英文外顯知識前、後測驗；另外，在電子報活動後，實驗組需填寫回應電子報活動之問卷。其所得資料以配對樣本 t 考驗、共變數分析、描述性統計進行量化分析，並對受試者對問卷中開放式問題與訪談問題的回應進行質性分析。
本研究的主要發現摘述如下：
一、在電子報活動後，實驗組與對照組在知識管理上有顯著差異。電子報活動在新聞英文課程中有效地改善實驗組之外化、結合、及內化的分項知識管理；對照組在課程後內化知識的能力也有成長。
二、在電子報活動後，實驗組與對照組間對表達、取得、及吸收知識有不同管理知識的方法。受電子報活動影響，實驗組傾向使用電腦輔助溝通系統來表達與取得新資訊或知識，並且會利用諮詢他人的方法幫助內化知識；對照組則傾向利用閱讀與上課來取得與內化知識。
三、在電子報活動後，實驗組與對照組間在新聞英文外顯知識的發展上無顯著差異。電子報活動對於實驗組及對照組之新聞英文外顯知識的發展影響有限。
四、實驗組對使用電子報學習新聞英文有正面之回應。實驗組認為電子報使學習新聞英文更便利，有助於理解吸收教材內容，亦能引發對新聞英文的學習興趣。
五、實驗組對班級電子報也有正面之回應。實驗組認為班級電子報的內容吸引他們的注意力，有益於學習新聞英文，亦能吸收新資訊。
六、實驗組對製作小組電子報也有正面之回應。實驗組認為在製作電子報使他們能夠學習獲得更多的新知識，增加與同儕合作的機會，以及增進彼此間的感情。
根據上述研究發現，本研究提供幾項新聞英文教學上的建議。首先，台灣的大學英語教學應增加能夠培養學生知識管理的教學活動，協助學生了解如何有效率地管理知識，以期成為獨立的學習者。此外，新聞英文教學可利用電子報來輔助學生課後的自主學習，並改善英語能力。教師亦可採用小組電子報活動在新聞英文課程中，讓學生有更多互動合作的機會，並增進學生彼此間的感情。
The purpose of this study is to explore the effects of an electronic newsletter (e-newsletter) project on university freshmen's knowledge management (KM) and development of knowledge of journalistic English in southern Taiwan. Specifically, the effects of e-newsletters on the students' perception of tacit and explicit KM were analyzed. Then, the students' development of journalistic English and their responses to the e-newsletter project were also investigated.
The research recruited 66 freshmen from the Math Department and the Department of Fine Arts in National Kaohsiung Normal University as subjects. The two groups of the subjects were randomly assigned as experimental group (EG) (the Math Department) and control group (CG) (the Department of Fine Arts). In the eight-week experiment, the two groups of the subjects were required to answer the pre-study and post-study questionnaires on KM, to join in the interviews, and to take the pre-tests and the post-tests of explicit knowledge of journalistic English. In addition, after the e-newsletter project, the EG subjects needed to fill in the questionnaires on their responses to the e-newsletter project. The collected data were analyzed quantitatively by a paired samples t-test, ANCOVA, and descriptive analyses. Moreover, the subject' responses to the open-ended questions in the questionnaires and the questions of interviews were analyzed qualitatively.
Based on the data analyses, the findings of the study are summarized as follows:
1. There are significant differences for the EG and CG subjects' perception of KM before and after the study. The EG subjects developed better KM ability in knowledge externalization, combination, and internalization after participating in the e-newsletter project, while the CG subjects grew better ability in knowledge internalization after the study.
2. The EG and CG subjects employed different methods of managing knowledge after the study, including expressing, acquiring, and internalizing knowledge. Being affected by the e-newsletter project, most of the EG subjects inclined to express and gain new information or knowledge by using computer-mediated communication (CMC) tools, and they would internalize knowledge by consulting other people. The CG subjects, on the other hand, tended to acquire and internalize knowledge by reading and attending lectures.
3. There is no significance in the development of explicit knowledge of journalistic English between the EG and CG subjects after the study. The e-newsletter project had limited effects on the EG and CG subjects' development of explicit knowledge of journalistic English.
4. The EG subjects held positive responses to learning journalistic English by e-newsletters. They expressed that e-newsletters made learning become convenient, helped them understand and comprehend the learning materials, and promoted their learning interest.
5. The EG subjects showed positive responses to the class e-newsletters. They regarded the content to be attractive and helpful for them to learn journalistic English and to gain new knowledge.
6. The EG subjects held affirmative responses to the group e-newsletter writing task, which facilitated them to gain new knowledge, to cooperate with peers, and to develop better connections and friendships with peers.
Based on the study findings, some pedagogical implications for journalistic English instructions are provided. First, university English instructions in Taiwan should apply some learning activities to help students develop KM. Once students learn how to manage their knowledge in an effective way, they can become independent learners. In addition, e-newsletters are a beneficial supplement material in journalistic English instructions. Specifically, e-newsletters can facilitate students to do self-learning after class, and to improve their language proficiency. Moreover, teachers can employ group e-newsletter writing task in journalistic English courses to provide students with opportunities to work cooperatively with one another, and to promote their interrelationships.
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