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題名 具自律學習機制之英語字彙學習APP對於學習成效的影響研究
The Effects of English Vocabulary Learning APP with Self-regulated Learning Mechanism on Learning Performance
作者 楊舜閔
Yang, Shun Min
貢獻者 陳志銘
Chen, Chih Ming
楊舜閔
Yang,Shun Min
關鍵詞 自律學習
學習成效
認知風格
英語字彙學習
Self-regulated Learning
Learning Performance
Cognitive Style
English Vocabulary Learning
日期 2016
上傳時間 2-Aug-2016 17:55:46 (UTC+8)
摘要 英語為目前使用的最為普遍的國際語言，英語能力已成為每個學生都需要養成的基本能力，而英語字彙的學習，更是學好英語的最重要基礎，因此如何幫助學生學好英語也就越顯重要。
隨者資訊科技日新月異的發展，透過電腦輔助語言學習已成為發展趨勢，近年來利用自律機制輔助數位學習的研究，已證實自律機制有助於提升學習成效，然而目前仍少有研究將自律學習機制應用於英語學習，特別是英語字彙學習。因此本研究所發展一「具自律學習機制支援之英語字彙學習APP」，可以讓學習者監控並提醒自己所設定的英語字彙自律學習目標，希望藉由敦促學習者達成自己所設定的自律學習目標，促進學生利用零碎時間學習，提升學習者的英語字彙學習成效。為了驗證「具自律學習機制支援之英語字彙學習APP」是否有助於提升英語字彙學習成效，本研究隨機選取國小六年級二個班級學生為研究對象，將其中一班隨機分派為採用「具自律學習機制支援之英語字彙學習APP」的實驗組，另一班為採用「無自律學習機制支援之英語字彙學習APP」的控制組，分別進行為期三週的英語字彙學習活動。實驗結果發現：
(1).實驗組學習者學習成效及學習動機顯著優於控制組學習者
(2)實驗組場地相依學習者學習成效及學習動機顯著優於控制組場地相依學習者
(3).實驗組男性學習者在學習成效及學習動機均顯著優於控制組男性學習者
(4).實驗組女性學習者在學習成效及學習動機均顯著優於控制組女性學習者
(5).實驗組學習者進行自律學習後的學習成效及學習動機均顯著提升
(6).實驗組女性學習者學習成效及學習態度優於實驗組男性學習者
綜合本研究之研究結果，建議未來可以延長實驗時間，進行自律鷹架的去除，瞭解學生是否會因此養成自律學習的能力。此外根據學生的回應，希望APP中具休閒的功能，故亦可往遊戲化學習方向進行研究。
關鍵字：
自律學習(Self-regulated Learning)、學習成效(Learning Performance)、認知風格(Cognitive Style)、英語字彙學習(English Vocabulary Learning)
English is currently the commonest international language. English competence has become the basic competence of each student. English vocabulary learning is a primary basis to learn English well. How to help students learn English well therefore becomes more important.
Following the changeable development of information technology, computer assisted language learning has become a development trend. Research on utilizing self-regulatory mechanisms for e-learning proved that self-regulatory mechanism could enhance learning performance. Nonetheless, there is little research on the application of self-regulatory learning mechanism to English learning, particularly to English vocabulary learning. For this reason, a “self-regulatory learning supported English vocabulary learning APP” is developed in this study, allowing learners monitoring and reminding themselves of the preset English vocabulary self-regulatory learning goal. It is expected to promote learners’ English vocabulary learning performance by urging learners to achieve the preset self-regulatory learning goal and enhance students learning with trial time. To verify that the “self-regulatory learning supported English vocabulary learning APP” could enhance English vocabulary learning performance, two classes of G6 students are randomly selected as the research subjects. A class is randomly assigned as the experiment group with the “self-regulatory learning supported English vocabulary learning APP”, and the other class is the control group without the “self-regulatory learning supported English vocabulary learning APP” for the three-week English vocabulary learning. The experiment findings show that
(1) Learners in the experiment group present significantly better learning performance and learning motivation than those in the control group.
(2) Site-dependent learners in the experiment group show remarkably better learning performance and learning motivation than those in the control group.
(3) Male learners in the experiment group reveal notably better learning performance and learning motivation than male learners in the control group.
(4) Female learners in the experiment group appear significantly beter learning performance and learning motivation than femal learners in the control group.
(5) Learners in the experiment group remarkably enhance the learning performance and learning motivation after the self-regulatory learning.
(6) Femal learners in the experiment group reveal better learning performance and learning attitudes than male learners in the experiment group.
Summing up the research results, it is suggested that the future experiment time could be extended and the self-regulatory scaffolding could be removed to understand whether students would cultivate the self-regulatory learning ability. According to the students’ responses, it is further expected that the APP could show the function of leisure. In this case, the gamification of learning could be studied in the future.



Keywords：Self-regulated Learning, Learning Performance, Cognitive Style, English Vocabulary Learning
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描述 碩士
國立政治大學
圖書資訊與檔案學研究所
103155009
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0103155009
資料類型 thesis
dc.contributor.advisor 陳志銘zh_TW
dc.contributor.advisor Chen, Chih Mingen_US
dc.contributor.author (Authors) 楊舜閔zh_TW
dc.contributor.author (Authors) Yang,Shun Minen_US
dc.creator (作者) 楊舜閔zh_TW
dc.creator (作者) Yang, Shun Minen_US
dc.date (日期) 2016en_US
dc.date.accessioned 2-Aug-2016 17:55:46 (UTC+8)-
dc.date.available 2-Aug-2016 17:55:46 (UTC+8)-
dc.date.issued (上傳時間) 2-Aug-2016 17:55:46 (UTC+8)-
dc.identifier (Other Identifiers) G0103155009en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/99593-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 圖書資訊與檔案學研究所zh_TW
dc.description (描述) 103155009zh_TW
dc.description.abstract (摘要) 英語為目前使用的最為普遍的國際語言，英語能力已成為每個學生都需要養成的基本能力，而英語字彙的學習，更是學好英語的最重要基礎，因此如何幫助學生學好英語也就越顯重要。
隨者資訊科技日新月異的發展，透過電腦輔助語言學習已成為發展趨勢，近年來利用自律機制輔助數位學習的研究，已證實自律機制有助於提升學習成效，然而目前仍少有研究將自律學習機制應用於英語學習，特別是英語字彙學習。因此本研究所發展一「具自律學習機制支援之英語字彙學習APP」，可以讓學習者監控並提醒自己所設定的英語字彙自律學習目標，希望藉由敦促學習者達成自己所設定的自律學習目標，促進學生利用零碎時間學習，提升學習者的英語字彙學習成效。為了驗證「具自律學習機制支援之英語字彙學習APP」是否有助於提升英語字彙學習成效，本研究隨機選取國小六年級二個班級學生為研究對象，將其中一班隨機分派為採用「具自律學習機制支援之英語字彙學習APP」的實驗組，另一班為採用「無自律學習機制支援之英語字彙學習APP」的控制組，分別進行為期三週的英語字彙學習活動。實驗結果發現：
(1).實驗組學習者學習成效及學習動機顯著優於控制組學習者
(2)實驗組場地相依學習者學習成效及學習動機顯著優於控制組場地相依學習者
(3).實驗組男性學習者在學習成效及學習動機均顯著優於控制組男性學習者
(4).實驗組女性學習者在學習成效及學習動機均顯著優於控制組女性學習者
(5).實驗組學習者進行自律學習後的學習成效及學習動機均顯著提升
(6).實驗組女性學習者學習成效及學習態度優於實驗組男性學習者
綜合本研究之研究結果，建議未來可以延長實驗時間，進行自律鷹架的去除，瞭解學生是否會因此養成自律學習的能力。此外根據學生的回應，希望APP中具休閒的功能，故亦可往遊戲化學習方向進行研究。
關鍵字：
自律學習(Self-regulated Learning)、學習成效(Learning Performance)、認知風格(Cognitive Style)、英語字彙學習(English Vocabulary Learning)		zh_TW
dc.description.abstract (摘要) English is currently the commonest international language. English competence has become the basic competence of each student. English vocabulary learning is a primary basis to learn English well. How to help students learn English well therefore becomes more important.
Following the changeable development of information technology, computer assisted language learning has become a development trend. Research on utilizing self-regulatory mechanisms for e-learning proved that self-regulatory mechanism could enhance learning performance. Nonetheless, there is little research on the application of self-regulatory learning mechanism to English learning, particularly to English vocabulary learning. For this reason, a “self-regulatory learning supported English vocabulary learning APP” is developed in this study, allowing learners monitoring and reminding themselves of the preset English vocabulary self-regulatory learning goal. It is expected to promote learners’ English vocabulary learning performance by urging learners to achieve the preset self-regulatory learning goal and enhance students learning with trial time. To verify that the “self-regulatory learning supported English vocabulary learning APP” could enhance English vocabulary learning performance, two classes of G6 students are randomly selected as the research subjects. A class is randomly assigned as the experiment group with the “self-regulatory learning supported English vocabulary learning APP”, and the other class is the control group without the “self-regulatory learning supported English vocabulary learning APP” for the three-week English vocabulary learning. The experiment findings show that
(1) Learners in the experiment group present significantly better learning performance and learning motivation than those in the control group.
(2) Site-dependent learners in the experiment group show remarkably better learning performance and learning motivation than those in the control group.
(3) Male learners in the experiment group reveal notably better learning performance and learning motivation than male learners in the control group.
(4) Female learners in the experiment group appear significantly beter learning performance and learning motivation than femal learners in the control group.
(5) Learners in the experiment group remarkably enhance the learning performance and learning motivation after the self-regulatory learning.
(6) Femal learners in the experiment group reveal better learning performance and learning attitudes than male learners in the experiment group.
Summing up the research results, it is suggested that the future experiment time could be extended and the self-regulatory scaffolding could be removed to understand whether students would cultivate the self-regulatory learning ability. According to the students’ responses, it is further expected that the APP could show the function of leisure. In this case, the gamification of learning could be studied in the future.



Keywords：Self-regulated Learning, Learning Performance, Cognitive Style, English Vocabulary Learning		en_US
dc.description.tableofcontents 目錄 II
表目錄 V
圖目錄 VII
第一章 緒論 1
第一節 研究動機與背景 5
第二節 研究目的 6
第三節 研究問題 7
第四節 研究範圍與研究限制 8
第五節 名詞釋義 9
第二章 文獻探討 10
第一節 英語字彙習得 10
第二節 行動學習 12
第三節 自律學習 14
第四節 認知風格 18
第三章 研究設計與實施 21
第一節 研究架構 21
第二節 研究方法 23
第三節 研究對象 23
第四節 具自律學習機制之英語字彙學習APP：全民樂單字! VOC 4 FUN ! 23
第五節 實驗設計 32
第六節 研究工具 35
第七節 研究實施步驟 36
第八節 資料蒐集與分析 38
第四章 實驗結果與分析 40
第一節 兩組學習者初始英語能力差異分析 40
第二節 兩組學習者學習成效、學習態度、學習動機是否提升分析 41
第三節 兩組學習者英語字彙學習成效差異分析 44
第四節 兩組學習者英語字彙學習態度差異分析 50
第五節 兩組學習者英語字彙學習動機差異分析 53
第六節 實驗組組內不同背景變項學習者學習成效差異分析 56
第七節 實驗組學習者學習成效、學習動機、學習態度及學習歷程相關分析 61
第八節 訪談資料分析 67
第九節 綜合討論 71
第五章 結論與建議 75
第一節 結論 75
第二節 建議 78
參考文獻 80
附錄 89
附錄一 英語學習動機量表 89
附錄二 英語學習態度量表 91
附錄三 團體藏圖測驗(GEFT-GROUP EMBEDDED FIGURES TEST) 93
附錄四 英文單字測驗 102		zh_TW
dc.format.extent 2148268 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0103155009en_US
dc.subject (關鍵詞) 自律學習zh_TW
dc.subject (關鍵詞) 學習成效zh_TW
dc.subject (關鍵詞) 認知風格zh_TW
dc.subject (關鍵詞) 英語字彙學習zh_TW
dc.subject (關鍵詞) Self-regulated Learningen_US
dc.subject (關鍵詞) Learning Performanceen_US
dc.subject (關鍵詞) Cognitive Styleen_US
dc.subject (關鍵詞) English Vocabulary Learningen_US
dc.title (題名) 具自律學習機制之英語字彙學習APP對於學習成效的影響研究zh_TW
dc.title (題名) The Effects of English Vocabulary Learning APP with Self-regulated Learning Mechanism on Learning Performanceen_US
dc.type (資料類型) thesisen_US
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