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題名:德語學習者線上與非線上自我調控學習與學習成效之比較研究
作者:翁幸瑜 引用關係
作者(外文):UENG, SHING-YU
校院名稱:國立高雄師範大學
系所名稱:成人教育研究所
指導教授:王政彥
學位類別:博士
出版日期:2007
主題關鍵詞:自我調控學習德語學習成人學生線上學習學習成效self-regulated learningGerman learningadult learneronline learninglearning effect
原始連結:連回原系統網址new window
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全球化和e世代催化了知識社會的來臨,傳統面對面外語教學勢必得在因應新學習典範的變革中找尋出路,除了促使教學方式、學習情境有所突破和更新之外,實踐以學習者為主體的教學本質和提升學習成效的教學目的皆是重要的努力方向。本研究旨在探究和比較德語學習者透過線上與非線上學習,其自我調控學習素養之運用以及對德語學習成效之影響。提出五個研究目的分別為:(一)分析和比較不同背景變項的德語學習者在自我調控學習之情形。(二) 瞭解與比較線上與非線上不同學習型態的德語學習者在自我調控學習之差異情況。(三) 探討和比較線上與非線上學習對於德語學習成效的影響。(四) 分析不同背景變項之德語學習者其自我調控學習與德語學習成效的關係。(五) 剖析線上與非線上學習在自我調控學習與德語學習成效之關係。
本研究主要採用準實驗研究法、輔以質性訪談法來探討所欲解決的相關問
題。為期十六週之實驗設計採準實驗前、後測,以立意取樣選取南部某學院之日夜間部學生,由研究者擔任兩組的教學者,規劃兩種不同學習環境學習德語,一為學習管理系統之教學平台所提供之線上學習環境,線上學習的為成人學生,視為實驗組。另一組在傳統教室進行,對象為傳統學生,採用講述法。本實驗研究資料蒐集的來源以「成人自我調控學習量表」為量化資料主要來源,德語檢定考之學習前後測成績為學習成效之量化評定依據。量性資料以SPSS for Windows 10.0 進行資料分析,並以描述性統計分析、 t檢定、卡方檢定、單因子變異數分析、共變數分析、雙因子變異數分析和二因子多變量變異數分析等統計方法進行資料處理。質性資料的蒐集主要來源為訪談內容,並以教學過程的觀察日誌與學習紀錄、作業內容等資料為參考依據。
本研究從自我調控學習狀況、不同背景變項在自我調控學習差異、線上與非線上在德語學習成效比較以及不同背景變項、不同學習型態與自我調控學習對學習成效之差異四層面進行結果分析與比較,並依據二十五項研究發現,羅列出之以下結論為:
壹、受試者在自我調控學習素養呈現不同程度之表現
一、德語學習者之自我調控學習素養中以學習的自我概念表現最弱
二、線上德語學習者在「學習自我激勵」優於非線上德語學習者
三、 非線上德語學習者在學習過程的改進、學習內容的掌握、學習資料的
搜尋能力優於線上德語學習者,受德語先備知識差異的影響
四、德語學習者因部分社會與心理背景變項之差異而影響自我調控學習素養
(一) 年齡越大其學習的自我激勵能力越高
(二) 不同職業與其渠等自我調控學習素養有密切的關係
(三) 學習媒介偏好對「學習的自我激勵」方面有所影響
(四) 成人德語學習者的學習動機是多元,且工具性動機強於統合性動機
(五) 傳統學生統合性和內在的多元動機強度比成人學生高
五、對語言有興趣、欲瞭解他國文化、提升職場競爭力的德語學習動機與自我調
控學習有顯著正相關,而因成績不足被迫學習德語的動機和自我調控學習呈
現負相關。
貳、德語學習成效方面
一、有效運用教學設計和多元化教學元素有助於學習成效之提升
二、線上學習有助於德語聽力和整體學習成效的增進
三、影響文法、寫作、閱讀學習成效的因素
(一)過度依賴文法規則會阻礙學習成效之進步空間
(二)寫作要獲得成效,必須長期增進其練習、表達和溝通交流的機會
(三) 閱讀學習成效取決於德語先備知識、主動態度和搜尋能力
四、影響線上與非線上德語學習成效的因素
(一) 結合科技元素和多元教學法的功能與影響
(二) 善用線上學習環境可影響並提升成人學習者在德語之學習成效
(三) 自我調控學習能力在提升德語學習成效扮演重要的角色
(四) 自我調控學習是穩定的心理特質和長期的心理現象,短期改變有其難度
綜合以上研究之主要發現與結論,分別對德語學習者、德語教學者、對辦理第二外語線上教學單位和對未來研究提出一些具體之建議。
With the coming of globalization and E-era, the e-Learning has been prospered and become one of the major training methods which emphasized by educational divisions. And to enhance Taiwan’s connection to the world and compete on an international scale, improving one’s foreign language ability has become particularly important.
This research aimed to examine and compare the influences of online learning environment for adult German learners with college students in traditional teaching among Self-regulated Learning and Learning Effects. The purposes of this research included: (1) examine and compare the situations of German learners on Self-directed Learning according to their demographic statistics and psychological variables; (2) reveal and compare the situations of German learners on self-regulated learning in online learning and traditional face-to-face learning; (3) compare the influences and providing the information and feedback of Online Instruction for adult German learners with traditional teaching to college students among German learning effects of reading, grammar, listening and writing; (4) Analyzing Self-regulated Learning and German Learning Effects according to German learners’ demographic statistics and psychological variables; (5) explore and investigate the relationship between self-regulated learning and learning effects of German learners during the process of online learning and face-to-face learning.
After profoundly examining the essential conceptions, methodology, implementation, related issues, literature review, and data collecting of the Self-regulated learning, Online Learning, German language learning and Second Language Instruction, this research designed the online and traditional face-to-face curriculum and then began to practice the curriculum for the College of foreign languages of continuing and extending division and daytime division in southern Taiwan. Furthermore, this research conducted a quasi-experimental experiment with pre-test and post-test format. The participants in this study were divided into two groups, the Control and Experimental groups, over 16 weeks, of German tourism instruction by the same teacher. The teaching program was the same for both groups. The difference consisted in applying asynchronous online learning management system for the experimented group to conduct their learning activities, while those in the control group received the traditional teacher-directed instruction.
The main research tools for quantitative analysis included “Adult Self-Regulated Learning Scale ”, “ Zertifikat Deutsch- the German examination refer to the European Framework (CEF) of Reference for Languages.”, and “Learning Management System Wisdom Master 2.4”. SPSS10.0 for Windows was conducted with the purpose of compiling and analyzing the statistics. The data were analyzed statistically by using Descriptive statistics, T-test, Chi-Square test, one-way ANOVA, two-way ANOVA, ANCOVA , and two-way MANOVA. The Qualitative analysis is based on the interviews, the field notes of the researcher’s observation during the 16-weeks-teaching process, the learning logs and assignments from the students.
According the major findings, the research has drawn the following conclusions:
1. About the self-regulated learning literacy of German learners:
(1) German learners have shown an above average in the performance of self-regulated learning literacy and capability, but the positive self-concept of learning should be promoted.
(2) German learners of the online course have better performances in self-encouragement of learning as those on the face-to-face course.
(3) Under the influence of divergence previous knowledge, German learners on the offline course have better performances in improving learning process, understanding learning contents and searching learning materials.
(4) The findings revealed that some demographic statistics and psychological variables of adult German learners’ had significant influences on Self-regulated Learning.
2. About the German learning effects:
(1) Applying diversified instructional methods and technological elements can foster and enhance positive German learning outcome.
(2)After one semester of applying online teaching, adult German learners made great progress on German listening and the overall learning outcomes.
(3) The positive and negative elements and reasons which influence German learning effects through online and offline learning were also explored.
(4) Barrier free to aim for providing more online learning resources can provide students a convenient German learning environment without restrictions of time and space.
According to the above findings and conclusions, this study has made some suggestions for German learner, German teachers, the overall agencies, educational divisions or authorities which offer online foreign languages courses . In addition, this study gives some insights into continuing study of self-regulated learning within second foreign language and online learning, also poises for even further expansion on the research objects, research variables, online Instruction for Second foreign language and research subjects.
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