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題名 正式與非正式學習間的相互關係和認知移轉: 透過臉書學習英文寫作 作者 劉怡君 貢獻者 外文中心 關鍵詞 臉書;非正式學習;網路學習
Key words: Facebook; informal learning; online learning日期 2013 上傳時間 8-Dec-2017 14:24:18 (UTC+8) 摘要 Online technologies have dramatically influenced not only formal learning, but also knowledge acquisition in a more incidental and informal manner (Gray, 2004; McFerrin, 1999; Pennington, 1989). Therefore, it is imperative to explore the impacts of internet-mediated informal learning that significantly affects one’s formal education. This study examines what EFL students, including those who do not perceive FB as helpful to their English learning, can incidentally learn. Two research questions were explored: 1. What is Taiwanese students’ perception of using FB on learning English? 2. What can EFL students informally learn through facebooking? A qualitative study was conducted. Multiple data were collected, including perceptual data and performance data. It was found that students perceived FB participation as course work, disinclination, and power negotiation. Although 45% participants perceived FB community ineffective for their English learning, this study revealed that students could informally improve their academic knowledge and skills, social and collaboration, and motivation. These findings argued that learning can occur even when meaning-making process is perceived to be meaningless to an individual. Teachers’ role is not merely to scaffold students’ formal learning, but also to create a context that can draw learners’ informal learning. 關聯 執行起迄：2013/08/01~2014/07/31
102-2410-H-004-083資料類型 report dc.contributor 外文中心 zh_Tw dc.creator (作者) 劉怡君 zh_TW dc.date (日期) 2013 en_US dc.date.accessioned 8-Dec-2017 14:24:18 (UTC+8) - dc.date.available 8-Dec-2017 14:24:18 (UTC+8) - dc.date.issued (上傳時間) 8-Dec-2017 14:24:18 (UTC+8) - dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/115046 - dc.description.abstract (摘要) Online technologies have dramatically influenced not only formal learning, but also knowledge acquisition in a more incidental and informal manner (Gray, 2004; McFerrin, 1999; Pennington, 1989). Therefore, it is imperative to explore the impacts of internet-mediated informal learning that significantly affects one’s formal education. This study examines what EFL students, including those who do not perceive FB as helpful to their English learning, can incidentally learn. Two research questions were explored: 1. What is Taiwanese students’ perception of using FB on learning English? 2. What can EFL students informally learn through facebooking? A qualitative study was conducted. Multiple data were collected, including perceptual data and performance data. It was found that students perceived FB participation as course work, disinclination, and power negotiation. Although 45% participants perceived FB community ineffective for their English learning, this study revealed that students could informally improve their academic knowledge and skills, social and collaboration, and motivation. These findings argued that learning can occur even when meaning-making process is perceived to be meaningless to an individual. Teachers’ role is not merely to scaffold students’ formal learning, but also to create a context that can draw learners’ informal learning. en_US dc.format.extent 1335529 bytes - dc.format.mimetype application/pdf - dc.relation (關聯) 執行起迄：2013/08/01~2014/07/31 zh_TW dc.relation (關聯) 102-2410-H-004-083 zh_TW dc.subject (關鍵詞) 臉書;非正式學習;網路學習 zh_TW dc.subject (關鍵詞) Key words: Facebook; informal learning; online learning en_US dc.title (題名) 正式與非正式學習間的相互關係和認知移轉: 透過臉書學習英文寫作 _TW dc.type (資料類型) report
