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題名:英語教師科技使用與教學成效之研究
作者:楊婉琪
作者(外文):Wan Chi Yang
校院名稱:淡江大學
系所名稱:英文學系博士班
指導教授:林怡弟
學位類別:博士
出版日期:2022
主題關鍵詞:教學效能資訊科技融入教學即時反饋系統遊戲化教學teaching effectivenessInformation Communication Technology (ICT) integrationInstant Response Systems (IRSs)gamification
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本研究旨在以「科技使用模式」探討英語教師運用即時回饋系統(Instant Response System,簡稱IRS)進行英語教學之接受程度和其教學成效之間的相關性。經由網路問卷調查方式,蒐集151 位英語教師使用IRS之態度,並選取10名教師進行深入訪談,了解教師們對於IRS的具體看法和對於教學的影響。研究結果顯示,教師的「教學方式」、「認知有用」、「態度」和「有利條件」對於教學成效有顯著的影響。教師普遍認同IRS對於教學有其重要性,可以幫助提升學生的學習動機、課堂參與度和學習成就,並可以協助教師了解學生的學習狀況和活絡課堂的氣氛。
The purpose of this research was to investigate the relationships between English
teachers’ acceptance of IRSs (Instant Response Systems) and their perceived teaching
effectiveness. A mixed-method research design was adopted in this study. A total of 151 English teachers participated in the study. An online survey was distributed to gather data on teachers’ IRS acceptance and their perceived teaching effectiveness. A semi-structured interview involving 10 teachers was then conducted to gather further data on their perceptions
about the effectiveness of using IRS tools in teaching. The results indicated that constructivist pedagogical beliefs, attitude toward IRS use, perceived usefulness of IRS, and facilitating conditions were the predictors of teaching effectiveness. The use of IRS-based tools had a positive impact on students’ motivation, engagement, and achievement. IRS-based tools were found to energize the class and provide timely feedback which enhanced the ability of teachers to evaluate students’ learning progress.
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