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題名 影片標註聽力複習機制對於英語聽力理解的影響研究
The Effects of Video-Annotated Listening Review Mechanism on Listening Comprehension
作者 陳怡君
Chen, I Chun
貢獻者 陳志銘
Chen, Chih Ming
陳怡君
Chen, I Chun
關鍵詞 影片標註聽力複習機制
自主聽力複習機制
英語聽力學習
聽力理解
video-annotated learning review mechanism
self-determined learning review mechanism
English listening learning
listening comprehension
日期 2016
上傳時間 2-八月-2016 17:56:49 (UTC+8)
摘要 近年來英語教學特別重視聽力對於英語學習的重要性，然而臺灣的英語教育仍以播放CD為最廣泛使用的英語聽力練習方法，無法因應個別學習者聽力上的個別差異需求，進行重聽段落的自我調整。隨著科技的進步，電腦輔助語言學習已成為發展趨勢，本研究發展一影片標註聽力複習機制（Video-Annotated Listening Review Mechanism, VALRM），可輔助學習者依據自己的學習需求，進行英語聽力重聽段落的標註與重聽。為了驗證此一機制對於提升英語聽力的成效，本研究比較使用VALRM以及利用Youtube進行自主聽力複習機制（Self-Determined Learning Review Mechanism, SDLRM）的學習者，在英語聽力理解成效、學習滿意度、科技接受度，以及認知負荷是否具有顯著差異。此外，也進一步比較不同英語起始能力學習者，以及不同學習風格學習者（場地獨立型與場地依賴型），分別採用VALRM及SDLRM在英語聽力理解成效、學習滿意度、科技接受度，以及認知負荷上是否具有顯著的差異。
研究結果發現，使用VALRM的學習者，其聽力理解成效顯著優於使用SDLRM的學習者。此外，使用VALRM的學習者，其學習滿意度與科技接受度高於使用SDLRM的學習者；認知負荷度則低於使用SDLRM的學習者。最後，採用VALRM及SDLRM之不同英語起始能力學習者，以及不同學習風格學習者的英語聽力理解成效、學習滿意度、科技接受度，以及認知負荷度不具有顯著差異。研究結果顯示，學習者使用VALRM輔以英語聽力學習，能有效提昇學習者的英語聽力理解表現。
參考文獻 中文文獻
陳雅虹 (2015)。電腦輔助英語訓練系統對智能障礙學生英文字母學習成效之研究。國立東華大學課程設計與潛能開發學系學位論文。

陳靜瑤(2013。探討以影片為基礎的情境感知暨無所不在學習系統對合作式英語聽力理解之學習成效研究。國立成功大學外國語文學系碩博士班學位論文。

雷浩、張基成 (2011)。無所不在學習環境下媒體呈現方式對英語聽力與認知負荷之影響。教育心理研究，201109(34.3)，85-121。

英文文獻
Aaronson, D. (1974). Stimulus factors and listening strategies in auditory memory: A theoretical analysis. Cognitive Psychology, 6(1), 108-132.

Almekhlafi, A. G. (2006). The effect of computer assisted language learning (CALL) on United Arab Emirates English as a foreign language (EFL) school students’ achievement and attitude. Journal of Interactive Learning Research, 17(2), 121-142.

Başaran, H. F., & Köse, G. D. (2013). The effects of captioning on EFL learners’
listening comprehension. Procedia-Social and Behavioral Sciences, 70, 702-708.
Ogasawara, S. (1994). Effectiveness of using English captioned videos on listening comprehension proficiency. 長崎大學教養部紀要. 人文科學篇, 35(1), 103-114.

Beatty, K. (2013). Teaching & researching: Computer-assisted language learning. Routledge.

Benson, P. C., & Hjelt, C. (1978). Listening Competence: A Prerequisite to Communication1. The Modern Language Journal, 62(3), 85-89.

Blau, E. K. (1990). The effect of syntax, speed, and pauses on listening comprehension. TESOL quarterly, 24(4), 746-753.

Bozorgian, H. (2012). Listening skill requires a further look into second/foreign language learning. ISRN Education, vol. 2012, Article ID 810129, 10 pages, 2012. doi:10.5402/2012/810129.

Brett, P. (1997). A comparative study of the effects of the use of multimedia on listening comprehension. System, 25(1), 39-53.

Brown, A. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. Metacognition, motivation, and understanding, 65-116.

Chapelle, C. (1990). The Discourse of Computer‐Assisted Language Learning: Toward a Context for Descriptive Research. TESOL quarterly, 24(2), 199-225.

Chung, M. C. (2009). A Study of Junior High School Students` Problems in English Listening Comprehension from Students` and Teachers` Perspectives. Unpublished master’ s thesis, National Chengchi University, Taipei, Taiwan.

Chen, S. J. (2014). Using CALL technology to motivate. Unpublished master’ s thesis, National Taiwan University of Science and Technology, Taipei, Taiwan.

Cheng, T. S., Lu, Y. C., & Yang, C. S. (2015). Using the multi-display teaching system to lower cognitive load. Journal of Educational Technology & Society,18(4), 128-140.

Chiu, H. W. (2007). The effects of CALL and listening strategies on listening comprehension among EFL learners. Unpublished Master’s Thesis, Dayeh University.

Chu, H. C., Hwang, G. J., Tsai, C. C., & Tseng, Judy C. R. (2010). A two-tier test approach to developing location-aware mobile learning systems for natural science courses. Computers & Education, 55(4), 1618-1627.

Chung, J. M. (1999). The effects of using video texts supported with advance organizers and captions on Chinese college students` listening comprehension: An empirical study. Foreign Language Annals, 32(3), 295-308.

De Ruyter, K., & Wetzels, M. G. (2000). The impact of perceived listening behavior in voice-to-voice service encounters. Journal of Service Research, 2(3), 276-284.

Dhalf, H. A. (1989). Can Computers Teach Languages?. English teaching forum, 27(3), 17-23.

Diao, Y., Chandler, P., & Sweller, J. (2007). The effect of written text on comprehension of spoken English as a foreign language. The American journal of psychology,120, 237-261.

Feyten, C. M. (1991). The power of listening ability: An overlooked dimension in language acquisition. The modern language journal, 75(2), 173-180.

Field, J. (1998). Skills and strategies: Towards a new methodology for listening. ELT journal, 52(2), 110-118.

Flaherty, E. (1979). Rate‐Controlled Speech in Foreign Language Education.Foreign Language Annals, 12(4), 275-280.

Gerjets, P., & Scheiter, K. (2003). Goal configurations and processing strategies as moderators between instructional design and cognitive load: Evidence from hypertext-based instruction. Educational psychologist, 38(1), 33-41.

Gilakjani, A. P., & Ahmadi, M. R. (2011). A study of factors affecting EFL learners` English listening comprehension and the strategies for improvement. Journal of Language Teaching and Research, 2(5), 977-988.

Goh, C. C. (2000). A cognitive perspective on language learners` listening comprehension problems. System, 28(1), 55-75.

Graham, S. (2006). Listening comprehension: The learners’ perspective.System, 34(2), 165-182.

Hardisty, D., & Windeatt, S. (1989). Call. Oxford Univ Pr.

Hsu, C. K. (2015). Learning motivation and adaptive video caption filtering for EFL learners using handheld devices. ReCALL, 27(01), 84-103.

Hsu, C. K., Hwang, G. J., & Chang, C. K. (2014). An Automatic Caption Filtering and Partial Hiding Approach to Improving the English Listening Comprehension of EFL Students. Educational Technology & Society, 17(2), 270-283.

Huang, H. C., & Eskey, D. E. (1999). The effects of closed-captioned television on the listening comprehension of intermediate English as a second language (ESL) students. Journal of Educational Technology Systems, 28(1), 75-96.

Hwang, G. J., Yang, L. H., & Wang, S. Y. (2013), A concept map-embedded educational computer game for improving students’ learning performance in natural science courses. Computers & Education, 69, 121-130.


Kon, C. K. (2002). The influence on outcomes of ESL students` performance strategies on a CALL listening comprehension activity.

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Ku, S. H. (2012). A study on English Listening Difficulty and Strategy of Junior High School Students in Nantou County. Unpublished master’ s thesis, National Changhua University of Education, Changhua, Taiwan.

Latifi, M., Mobalegh, A., & Mohammadi, E. (2011). Movie subtitles and the improvement of listening comprehension ability: Does it help?. The Journal of Language Teaching and Learning, 1(2), 18-29.

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Lee, K. W. (2000). English teachers’ barriers to the use of computer-assisted language learning. The Internet TESL Journal, 6(12), 1-8.

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描述 碩士
國立政治大學
圖書資訊學數位碩士在職專班
103913008
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0103913008
資料類型 thesis
dc.contributor.advisor 陳志銘zh_TW
dc.contributor.advisor Chen, Chih Mingen_US
dc.contributor.author (作者) 陳怡君zh_TW
dc.contributor.author (作者) Chen, I Chunen_US
dc.creator (作者) 陳怡君zh_TW
dc.creator (作者) Chen, I Chunen_US
dc.date (日期) 2016en_US
dc.date.accessioned 2-八月-2016 17:56:49 (UTC+8)-
dc.date.available 2-八月-2016 17:56:49 (UTC+8)-
dc.date.issued (上傳時間) 2-八月-2016 17:56:49 (UTC+8)-
dc.identifier (其他 識別碼) G0103913008en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/99597-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 圖書資訊學數位碩士在職專班zh_TW
dc.description (描述) 103913008zh_TW
dc.description.abstract (摘要) 近年來英語教學特別重視聽力對於英語學習的重要性，然而臺灣的英語教育仍以播放CD為最廣泛使用的英語聽力練習方法，無法因應個別學習者聽力上的個別差異需求，進行重聽段落的自我調整。隨著科技的進步，電腦輔助語言學習已成為發展趨勢，本研究發展一影片標註聽力複習機制（Video-Annotated Listening Review Mechanism, VALRM），可輔助學習者依據自己的學習需求，進行英語聽力重聽段落的標註與重聽。為了驗證此一機制對於提升英語聽力的成效，本研究比較使用VALRM以及利用Youtube進行自主聽力複習機制（Self-Determined Learning Review Mechanism, SDLRM）的學習者，在英語聽力理解成效、學習滿意度、科技接受度，以及認知負荷是否具有顯著差異。此外，也進一步比較不同英語起始能力學習者，以及不同學習風格學習者（場地獨立型與場地依賴型），分別採用VALRM及SDLRM在英語聽力理解成效、學習滿意度、科技接受度，以及認知負荷上是否具有顯著的差異。
研究結果發現，使用VALRM的學習者，其聽力理解成效顯著優於使用SDLRM的學習者。此外，使用VALRM的學習者，其學習滿意度與科技接受度高於使用SDLRM的學習者；認知負荷度則低於使用SDLRM的學習者。最後，採用VALRM及SDLRM之不同英語起始能力學習者，以及不同學習風格學習者的英語聽力理解成效、學習滿意度、科技接受度，以及認知負荷度不具有顯著差異。研究結果顯示，學習者使用VALRM輔以英語聽力學習，能有效提昇學習者的英語聽力理解表現。		zh_TW
dc.description.tableofcontents CHAPTER 1 INTRODUCTION 1
1.1 Background and Motivation 2
1.2 Purpose of the Study 5
1.3 Research Questions 7
1.4 Limitations of the Study 8
1.5 Definition of Terms 9

CHAPTER 2 LITERATURE REVIEW 14
2.1 English Listening Learning 14
2.2 Computer-Assisted Language Learning (CALL) 19
2.3 Cognitive Load 24

CHAPTER 3 RESEARCH METHODOLOGY 27
3.1 Research Design 27
3.2 Research Participants 31
3.3 Research Instruments 32
3.4 Research Procedures 39
3.5 Data Analysis Schemes 43

CHAPTER 4 EXPERIMENTAL RESULTS 45
4.1 Analysis of Learners’ English Proficiency before the Experiment 45
4.2 Comparisons of Listening Comprehension Performance between Two Groups 46
4.3 Comparisons of Listening Comprehension Performance within and between Two Groups with Different Learning Styles 50
4.4 Comparisons of Listening Comprehension Performance within and between Two Groups of Learners with Different English Proficiency 52
4.5 Comparisons of Learning Satisfaction, Technology Acceptance and Cognitive Load between Two Groups 54
4.6 Comparisons of Learning Satisfaction, Technology Acceptance and Cognitive Load within and between Two Groups of Learners with Different Learning Styles 54
4.7 Comparisons of Learning Satisfaction, Technology Acceptance and Cognitive Load within and between Two Groups of Learners with Different English Proficiency 57
4.8 Correlations Analysis among Listening Comprehension Performance, Learning Satisfaction, Technology Acceptance, and Cognitive Load within Two Groups 60
4.9 Results of Semi-Structured Interview 64
4.10 Discussion 68

CHAPTER 5 CONCLUSION AND FUTURE WORK 71
5.1 Conclusion 71
5.2 Suggestions for Enhancing the VALRM 73
5.3 Future Research Directions 74

References 78
Appendices 84
Appendix A. Listening Comprehension Test 84
Appendix B. Group Embedded Figure Test (GEFT) 94
Appendix C. Questionnaire Survey 96
Appendix D. Cognitive Load Scale 100
Appendix E. Semi-Structured Interview 102		zh_TW
dc.format.extent 1737459 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0103913008en_US
dc.subject (關鍵詞) 影片標註聽力複習機制zh_TW
dc.subject (關鍵詞) 自主聽力複習機制zh_TW
dc.subject (關鍵詞) 英語聽力學習zh_TW
dc.subject (關鍵詞) 聽力理解zh_TW
dc.subject (關鍵詞) video-annotated learning review mechanismen_US
dc.subject (關鍵詞) self-determined learning review mechanismen_US
dc.subject (關鍵詞) English listening learningen_US
dc.subject (關鍵詞) listening comprehensionen_US
dc.title (題名) 影片標註聽力複習機制對於英語聽力理解的影響研究zh_TW
dc.title (題名) The Effects of Video-Annotated Listening Review Mechanism on Listening Comprehensionen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) 中文文獻
陳雅虹 (2015)。電腦輔助英語訓練系統對智能障礙學生英文字母學習成效之研究。國立東華大學課程設計與潛能開發學系學位論文。

陳靜瑤(2013。探討以影片為基礎的情境感知暨無所不在學習系統對合作式英語聽力理解之學習成效研究。國立成功大學外國語文學系碩博士班學位論文。

雷浩、張基成 (2011)。無所不在學習環境下媒體呈現方式對英語聽力與認知負荷之影響。教育心理研究，201109(34.3)，85-121。

英文文獻
Aaronson, D. (1974). Stimulus factors and listening strategies in auditory memory: A theoretical analysis. Cognitive Psychology, 6(1), 108-132.

Almekhlafi, A. G. (2006). The effect of computer assisted language learning (CALL) on United Arab Emirates English as a foreign language (EFL) school students’ achievement and attitude. Journal of Interactive Learning Research, 17(2), 121-142.

Başaran, H. F., & Köse, G. D. (2013). The effects of captioning on EFL learners’
listening comprehension. Procedia-Social and Behavioral Sciences, 70, 702-708.
Ogasawara, S. (1994). Effectiveness of using English captioned videos on listening comprehension proficiency. 長崎大學教養部紀要. 人文科學篇, 35(1), 103-114.

Beatty, K. (2013). Teaching & researching: Computer-assisted language learning. Routledge.

Benson, P. C., & Hjelt, C. (1978). Listening Competence: A Prerequisite to Communication1. The Modern Language Journal, 62(3), 85-89.

Blau, E. K. (1990). The effect of syntax, speed, and pauses on listening comprehension. TESOL quarterly, 24(4), 746-753.

Bozorgian, H. (2012). Listening skill requires a further look into second/foreign language learning. ISRN Education, vol. 2012, Article ID 810129, 10 pages, 2012. doi:10.5402/2012/810129.

Brett, P. (1997). A comparative study of the effects of the use of multimedia on listening comprehension. System, 25(1), 39-53.

Brown, A. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. Metacognition, motivation, and understanding, 65-116.

Chapelle, C. (1990). The Discourse of Computer‐Assisted Language Learning: Toward a Context for Descriptive Research. TESOL quarterly, 24(2), 199-225.

Chung, M. C. (2009). A Study of Junior High School Students` Problems in English Listening Comprehension from Students` and Teachers` Perspectives. Unpublished master’ s thesis, National Chengchi University, Taipei, Taiwan.

Chen, S. J. (2014). Using CALL technology to motivate. Unpublished master’ s thesis, National Taiwan University of Science and Technology, Taipei, Taiwan.

Cheng, T. S., Lu, Y. C., & Yang, C. S. (2015). Using the multi-display teaching system to lower cognitive load. Journal of Educational Technology & Society,18(4), 128-140.

Chiu, H. W. (2007). The effects of CALL and listening strategies on listening comprehension among EFL learners. Unpublished Master’s Thesis, Dayeh University.

Chu, H. C., Hwang, G. J., Tsai, C. C., & Tseng, Judy C. R. (2010). A two-tier test approach to developing location-aware mobile learning systems for natural science courses. Computers & Education, 55(4), 1618-1627.

Chung, J. M. (1999). The effects of using video texts supported with advance organizers and captions on Chinese college students` listening comprehension: An empirical study. Foreign Language Annals, 32(3), 295-308.

De Ruyter, K., & Wetzels, M. G. (2000). The impact of perceived listening behavior in voice-to-voice service encounters. Journal of Service Research, 2(3), 276-284.

Dhalf, H. A. (1989). Can Computers Teach Languages?. English teaching forum, 27(3), 17-23.

Diao, Y., Chandler, P., & Sweller, J. (2007). The effect of written text on comprehension of spoken English as a foreign language. The American journal of psychology,120, 237-261.

Feyten, C. M. (1991). The power of listening ability: An overlooked dimension in language acquisition. The modern language journal, 75(2), 173-180.

Field, J. (1998). Skills and strategies: Towards a new methodology for listening. ELT journal, 52(2), 110-118.

Flaherty, E. (1979). Rate‐Controlled Speech in Foreign Language Education.Foreign Language Annals, 12(4), 275-280.

Gerjets, P., & Scheiter, K. (2003). Goal configurations and processing strategies as moderators between instructional design and cognitive load: Evidence from hypertext-based instruction. Educational psychologist, 38(1), 33-41.

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