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題名:自我測驗對於大一學生電腦輔助單字學習及記憶影響之研究
作者:陳憶如
作者(外文):I-Ju Chen
校院名稱:國立彰化師範大學
系所名稱:英語學系
指導教授:黃聖慧博士
學位類別:博士
出版日期:2013
主題關鍵詞:自我測驗電腦輔助單字學習及記憶Self-testingcomputer-assisted langauge learningvocabulary learning performance and retention
原始連結:連回原系統網址new window
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本研究探討使用自我測驗於大一學生電腦輔助單字學習及記憶之成效,並且探討學生對於自我學習判斷及真實單字學習表現之關係。本研究以120位不同系科之大一學生為研究對象,將學生分為單字學習及兩次自我測驗組、單字學習及一次自我測驗組及純單字學習組,三組學生各進行30個電腦輔助單字記憶訓練。此外,本研究亦採用質化訪談,挑選12位學生接受訪談,期找出學生對於電腦輔助單字學習成效的態度及看法。
結果顯示單字學習及兩次自我測驗組在單字記憶直接測驗及一周後的延宕測驗中,顯著高於單字學習及一次自我測驗組以及純單字學習組。此外,將單字記憶直接測驗列為共變數分析考量之後,發現插入兩次自我測驗組在一周後單字記憶延宕測驗之表現,亦顯著高於其他兩組。本研究亦發現加入自我測驗組的學生,對於自我學習判斷與單字記憶直接測驗及延宕測驗的學習表現相關性較高。此外,接受訪談的各組學生認為使用電腦輔助學習單字有其成效所在,但是由於自我學習風格的不同,可能造成某些使用成效的差異,並值得後續研究繼續探索相關因素。
The present study examined the effect of inserting self-tests on immediate vocabulary recall and vocabulary retention by means of the computer-based vocabulary learning software. This study also assessed the relationships between metacognitive monitoring performance and students’ actual vocabulary learning. Additionally, it explored learners’ attitudes and opinions towards computer-based vocabulary learning across three different learning conditions.
In order to achieve the purposes, a computer application embedded with three learning conditions (study and test condition-STSTS, repeated study and test condition-SSSTS, and repeated study without test condition-SSSSS) was created. A total of 120 university EFL freshmen with various majors from central Taiwan participated in the study. All the participants were randomly assigned to three different learning conditions in the beginning and were all asked to learn 30 vocabulary items. The participants in STSTS learning condition underwent two self-tests during vocabulary learning; those in SSSTS learning condition underwent only one self-test during learning, while the participants in SSSSS learning condition learned vocabulary without any self-test. Before taking the vocabulary immediate recall and one-week delayed retention tests, all the participants were asked to judge their performance of learning. With the use of semi-structure interview, participants’ opinions toward computer-based vocabulary language learning were revealed.
Both Multivariate Analysis of Variance (MANOVA) and Analysis of Covariance (ANCOVA) showed that participants in the STSTS group recalled significantly more vocabulary items than those in the SSSTS and SSSSS groups in the immediate recall test and in the delayed retention test. With the use of Goodman-Kruskal gamma correlation, the results showed that students’ judgments of learning considerably correlated with their immediate recall test and delayed retention test as self-testing was given. As for student opinions extracted from the interviews, although Computer-Assisted Language Learning (CALL) were reported to offer a practical tool for vocabulary learning, it still suffered from certain limitations which were suspected to be related to learning style matches during students’ learning process.
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