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題名：網路探究方案中台灣中部非英語系大學生英文讀寫表現、多元文化覺察及多元媒體素養之效益研究
作者：鄭羽傑
作者(外文)：Yu-Chieh Cheng
校院名稱：高雄師範大學
系所名稱：英語學系
指導教授：張玉玲 博士
學位類別：博士
出版日期：2014
主題關鍵詞：網路探索；英語讀寫；多元文化覺察；多元媒體素養；電腦媒介溝通；WebQuest；English reading and writing；Multi-cultural awareness；Multiliteracies；Computer-mediated Communication
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本論文旨在探討網路探究方案(http://www.webquest-rw.com/moodle/login/index.php)對台灣中部非英語系大學生英文讀寫表現、多元文化覺察及多元媒體素養之學習效益研究。本研究以中部某大學一百位參與通識中心英文閱讀與寫作課程的學生為研究對象，實施為期十六週教學，並將該學生分成實驗組(五十人)與控制組(五十人)。首先，以獨立樣本t檢定和配對樣本t檢定比較實驗組和控制組學生於該方案實施前、後的英文讀寫表現是否有顯著差異。接著，以獨立樣本t檢定比較實驗組和控制組學生於該方案實施後對於英文讀寫表現、多元文化覺察及多元媒體素養的回應是否有顯著差異。進而，以描述性統計針對實驗組學生對於網路探究方案平台的回應加以分析。此外，並以質性分析法探討實驗組學生對於網路探究方案的學習收穫、困難、和建議。最後，以Pearson積差相關將實驗組學生對於英文讀寫表現、多元文化覺察及多元媒體素養的回應進行相關分析。本研究結果摘要如下：
一、實驗組與控制組學生的後測英文讀寫成績比起前測成績有顯著差異。後測增加的平均分數顯示，利用網路探究方案教學有助提升學生的英文讀寫表現。另外，兩組學生在英文讀寫後測的成績上亦有顯著差異，實驗組之表現較控制組佳，表示和傳統以教室為主的英文讀寫教學相較，網路探究方案對實驗組學生英文讀寫表現更能產生教學成效。
二、兩組學生在英文讀寫表現後測問卷反應上有十三項顯著差異。根據後測平均分數顯示，實驗組學生較控制組學生對英文讀寫表現抱持正面回應。具體來說，在英文閱讀方面，實驗組學生對英文閱讀更感興趣並能在閱讀時了解單字或片語；在英文寫作方面，實驗組學生對英文寫作更感興趣並能在寫作前收集相關資料。
三、兩組學生在多元文化覺察上有七項顯著差異。根據後測平均分數顯示，實驗組學生較控制組學生對多元文化抱持正面態度。特別是，實驗組學生覺察多元文化之信仰、語言、和規範的重要性及培養對多元文化的興趣。
四、兩組學生在多元媒體素養上有四項顯著差異。根據後測平均分數顯示，實驗組學生較控制組學生對多元媒體素養抱持正面回應。尤其是，實驗組學生對資訊整合能力的提升，線上討論區寫作及線上簡報製作的學習。
五、多數實驗組學生對網路探究方案抱持正面與肯定的看法。然而，學生表示方案中線上英文讀物偏難，且新的英文單字影響他們的英文閱讀理解。因此，大部分學生希望該方案可提供較簡易或是雙語的線上英文讀物。
六、依據相關分析的結果顯示，實驗組學生對於英文讀寫表現、多元文化覺察及多元媒體素養三者之關係呈現正相關。特別是，實驗組學生對英文讀寫表現抱持正面回應亦對多元文化覺察及多元媒體素養抱持正面回應，這也表示，多元文化覺察和多元媒體素養與英文讀寫表現有正向的關聯性。
根據上述之研究結果，研究者提供幾項教學建議。首先，建議大學通識中心英文教師可於英文讀寫課程中採用網路探究方案，和傳統以教室為主的英文讀寫教學相較，網路探究方案對英文讀寫教學更能產生教學成效。其次，藉由網路探究方案來促進學生多元文化覺察，在網路探究方案中，學生於真實的社會文化情境中學習，當學生涉入社會文化實踐中，他們可能辨識多元文化及不同文化的相關習俗，另外，針對學生多元媒體素養，教師可運用網路探究方案加強學生對於資訊收集及整合的能力，並且增加學生線上簡報製作的經驗，最後，線上資源的使用可提供學生真實的學習教材，當教材變得更真實更有意義，學生的學習因而被強化並能學會如何在真實的社會情境中使用目標語言。
The purpose of the present study aims to explore effects of a WebQuest project (http://www.webquest-rw.com/moodle/login/index.php) on English reading, writing, multi-cultural awareness, and multiliteracies for non-English majors in central Taiwan. To achieve the purpose, the researcher recruited 100 university students in two classes of English reading and writing in the general education program. The subjects were divided into two groups: experimental group (EG) and control group (CG). In addition, the study was conducted for 16 weeks. First, the English literacy performance of the EG and the CG before and after the WebQuest project was compared by independent samples t-test and paired samples t-test. Then the EG’s and CG’s responses to English literacy, multi-cultural awareness, and multiliteracies after the WebQuest project were examined by independent samples t-test. After that, the EG’s responses to sections of the WebQuest project platform were analyzed by descriptive statistics. In addition, the EG’s responses to their learning benefits, difficulties and suggestions for the WebQuest project were investigated qualitatively. Finally, the correlations among the EG student responses to English reading, writing, multi-cultural awareness, and multiliteracies after the WebQuest project were analyzed quantitatively and qualitatively by Pearson’s product-moment correlation coefficient.
Based on the data analyses, the major findings of the study are summarized as follows:
1.There is a significant difference in the CG’s and the EG’s English literacy performance before and after the study. In addition, the increased mean scores for the CG and the EG respectively show that both traditional classroom English literacy instruction and WebQuest-based language teaching could successfully enhance the students’ English literacy. Moreover, there is a significant difference in the English literacy performance between the CG and the EG after the English instruction. Furthermore, the mean score of the EG was higher than that of the CG in the English literacy post-test, suggesting that the EG performed better than the CG in the post-test. Compared with the traditional classroom-based English literacy instruction, the WebQuest-based instruction has great effects on the EG’s English literacy performance.
2.There are 13 significant differences in the CG’s and the EG’s responses to English literacy after the English instruction. According to the higher mean score in the post-study questionnaire, the EG showed more positive learning experience on their English literacy than the CG. Specifically, in English reading, the EG were interested in English reading and could understand the vocabulary and phrases while reading. In English writing, the EG developed more interests in English writing and were able to collect relevant information before English writing.
3.There are seven significant differences in the CG’s and the EG’s multi-cultural awareness after the WebQuest project. According to the higher mean score in the post-study questionnaire, the EG held more positive responses to the multi-cultures than the CG. In particular, the EG students developed interests in learning multi-cultures and awareness of the importance of multi-cultures in terms of beliefs, languages, and norms.
4.There are four significant differences in the CG’s and the EG’s responses to multiliteracies after the WebQuest project. According to the higher mean score in the post-study questionnaire, the EG held more positive responses to multiliteracies than the CG. To be specific, the EG students were confident that they could integrate relevant information when surfing or reading different webpages, do English writing in the Web-based forum, and compose online English PowerPoint slides.
5.Results from the EG student responses to the WebQuest project revealed that the majority of the EG students held positive responses to the WebQuest project. However, a great number of the EG students demonstrated difficulties in reading materials with new English words and the higher level of the reading materials. In this regards, most of the EG students hoped to have a simplified version and a bilingual version of online reading materials.
6.There are three positive correlations among the EG’s responses to English reading, writing, multi-cultural awareness, and multiliteracies after the WebQuest project. Specifically, the EG with better English literacy performance tended to have better multi-cultural awareness and multiliteracies, suggesting that English literacy was positively correlated to multi-cultural awareness and multiliteracies.
Based on the study findings, some pedagogical implications are provided. First, EFL teachers can incorporate the WebQuest project into English literacy course for non-English majors in college general education. Compared with the traditional classroom-based English literacy instruction, the WebQuest-based instruction can engender much potential for English literacy instruction. Next, students’ multi-cultural awareness can be promoted with the help of the WebQuest project. In the WebQuest project, students learned in the authentically socio-cultural contexts. When students get involved in different socio-cultural practice, they may identify the multi-cultural settings and related customs of different cultures. For the development of multiliteracies, EFL teachers can apply the WebQuest project to reinforce students’ ability of information gathering as well as integration, and to increase their experience of online PowerPoint composing and presentation. Finally, the use of online resources can give students an authentic material for literacy learning. When materials become more meaningful and real, students’ involvement in learning can be reinforced and they may learn how to use the target language in real life.
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