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|Other Titles:||Thinking Design: Formative Evaluation of Innovative Arts-led Computer Aesthetics Tasks in Taiwan higher education|
arts-led curriculum;computer aesthetics;CMC;formative evaluation;TBLT
|Issue Date:||2016-01-06 11:01:30 (UTC+8)|
|Abstract:||電腦科技的潛在優勢從許多文獻探討中，可以用「美感」二字來呈現。為提升大學英文學習者的美感教育及英文學習，他們分成每二人一組一起合作，藉由台灣數位藝術家的網站，創造學習者自己的美感多媒體英文作品。本研究採取「任務型英文教學法」將任務分成四個階段：第一階段是首先28位參與者探索「上海，我能跟你跳支舞嗎？」網頁，當成是暖身活動。第二階段是參與者探索「故事巢」數位藝術網站，從中獲得藝術背景知識、沉浸在美的感動當中及培養創意，有利於參與者在第三階段的英文討論活動。 第三階段是參與者針對在數位藝術網站的內容，各組選定自己最有興趣的主題，在臉書進行線上即時的，英文討論聊天活動。 第四階段是將臉書的英文討論內容，回饋給一半的學生自行改正英文錯誤，然後全部學生再重覆一次臉書英文討論的活動。這個藝術導向的創新課程，藉由形成性評估的實證研究結果顯示，的確可以提升學習者的美感、創意及英語成效。|
Potential advantages of computer technologies for curriculum can be summarised from lots of literature (such as Chapelle, 2001; Grabe & Grabe, 2004; Liao, 2014) and abbreviated here as “AESTHETICS” which means powerful computation, automatic execution of pre-established instructions, handling a variety of materials data, and engages people in a situation where synchronous communication occurs real-time with Skype or Twitter; asynchronous communication occurs anytime with E-mail or Facebook on the World Wide Web. To help learners to enhance aesthetics sense, they worked work together to create their own artworks and improved language performance to become competent English learners through social network designed by Taiwan digital artists (Tsau & Huang, 2011). For task-based language learning and teaching (TBLT), a task cycle consisted of four stages, namely warm-up-task, pre-task, during-task, and post-task (Liao, 2013). “Shall we dance, Shanghai?” website was explored by participants as a warm-up-task. “Story-nest” website was programmed in the pre-task of the computer mediated communication (CMC) task to provide the context for later discussion in the during-task. Facebook online chat was thus used in the during-task to support essential communication and negotiation between learners in groups. The language outcomes were automatically archived by Facebook and fed back to participants for discussion at post-task stage. Yuan and Ellis (2003) indicated that pre-task planning may improve complexity of language performances while online planning (during-task planning) allows EFL speakers’ careful production and monitoring of their speech leading to enhance both complexity and accuracy. This study manipulated post-task activity and task rehearsal to improve language outcomes. The results of this study showed that post-task stage enhanced the performance of learners regarding lexical complexity and task rehearsal improved syntactic variety. Thus, this task design was workable and effective for EFL learners.
|Appears in Collections:||[2014創新研究國際學術研討會] 會議論文|
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