學術產出-學位論文
文章檢視/開啟
書目匯出
-
題名 影片標註學習暨複習系統輔以單字學習機制對於英語聽力理解成效之影響研究
The Effects of Video-Annotated Learning and Review System with Vocabulary Learning Mechanism on English Listening Comprehension作者 林美鳳
Lin, Mei-Feng貢獻者 陳志銘
Chen, Chih-Ming
林美鳳
Lin, Mei-Feng關鍵詞 影片標註學習暨複習系統輔以單字學習機制
字彙學習
英語聽力學習
聽力理解
Video-annotated learning and review system with vocabulary learning mechanism
Vocabulary learning
English listening learning
English listening comprehension日期 2019 上傳時間 12-二月-2019 16:03:03 (UTC+8) 摘要 隨著全球化的發展，英語可說已是全世界最廣泛被使用的語言。在台灣，學生從小學三年級就開始學習英語，雖然長期學習英語，但是主要著重於英文單字、文法的學習，英語聽力技巧經常被忽視，以至於聽力理解能力普遍不佳，難以在日常生活中順利與外國人進行溝通。隨著資訊科技的快速發展，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學習暨複習系統輔以單字學習機制(Video-Annotated Learning and Review System with Vocabulary Learning Mechanism, VALRS-VLM)，可輔助學習者依據自己的學習需求，進行英語需要聽力重聽段落確定語意的不熟悉單字查詢。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VALRS-VLM，以及單純只有重聽影片標註聽力學習暨複習系統而無英語聽力重聽段落單字學習機制(Video-Annotated Learning and Review System without Vocabulary Learning Mechanism, VALRS-NVLM)的學習者，在英語聽力理解成效、學習滿意度、科技接受度、認知負荷，以及學習保留是否具有顯著差異，以驗證強化聽力過程中不熟悉單字是否有助於提升聽力理解成效。此外，也進一步比較不同認知風格學習者（場地獨立型與場地依賴型），分別採用VALRS-VLM及VALRS-NVLM在英語聽力理解成效、學習滿意度、科技接受度、認知負荷，以及學習保留上是否具有顯著的差異。研究結果發現，使用VALRS-VLM的學習者，其聽力理解成效與學習保留皆顯著優於使用VALRS-NVLM的學習者。此外，使用VALRS-VLM之場地獨立與場地相依不同認知風格學習者，其聽力理解成效與學習保留皆顯著優於使用VALRS-NVLM之場地獨立與場地相依不同認知風格學習者。最後，採用VALRS-VLM及VALRS-NVLM學習者的學習滿意度、科技接受度，以及認知負荷度不具有顯著差異，但是學習滿意度、科技接受度皆高，並且認知負荷低。研究結果顯示，學習者使用VALRS-VLM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。
With the development of globalization, English has probably become the most widely used language around the world. In Taiwan, students begin to learn English from the third grade of primary school. Although they have been learning English for a long time, they usually could not express their meaning and feelings with foreign people in English naturally and well. The main reason is that English listening skills are often overlooked in second language acquisition.With the rapid development of information technology, computer-aided language learning has become a development trend. Hence, the study proposes a novel video-annotated learning and review system with vocabulary learning mechanism (VALRS-VLM), which can assist learners to mark any listening section that cannot fully understand manually, and then clarify the pronunciation and usage of the unfamiliar vocabulary words appearing in the listening section through an online dictionary with correct meaning and pronunciation for these vocabulary words, so as to enhance learners’ English listening performance and perception.In order to verify the effectiveness of the proposed VALRS-VLM, the study examines the effects of the learners in the experimental group using the VALRS-VLM with those in the control group using the video-annotated learning and review system without vocabulary learning mechanism (VALRS-NVLM) on English listening comprehension performance, learning satisfaction, technology acceptance, cognitive load, and learning retention. Furthermore, this study also examines the effects of the learners of both groups with different learning styles, field independence and field dependence, on the English listening comprehension performance, learning satisfaction, technology acceptance, cognitive load, and learning retention.Analytical results show that the learners in the experimental group using the VALRS-VLM achieved remarkably better listening comprehension performance and learning retention than those in the control group using the VALRS-NVLM. Moreover, the field independence and field dependence learners in the experimental group using the VALRS-VLM also had significantly better listening comprehension performance and learning retention than those in the control group using the VALRS-NVLM. In addition, there were no significant differences between both the groups in learning satisfaction, technology acceptance, and cognitive load, but the learning satisfaction and technology acceptance of both the groups are higher than the median (median = 3) of a five-point Likert scale as well as the cognitive load of both the groups is lower than the median (median = 3) of a five-point Likert scale. The study confirms that the proposed VALRS-VLM could effectively assist learners in facilitating English listening comprehension performance as well as satisfied the learners’ awareness towards usefulness, helpfulness, and easy to use.參考文獻 中文文獻吳裕益 (1987)。認知能力與認知型態個別差異現象探討。國立高雄師範學院教育學系及教育研究所教育學刊，7，51-98。楊榮棠(2005)。不同字幕的英語卡通影片觀賞對學生聽力效果之研究(未出版碩士論文)。國立台北師範學院，台北市。教育部(2007)。國民中小學九年一貫課程綱要語文學習領域（英語）。1-7。欉浩慧(2008)。字幕處理方式對不同英語聽力成就的國小六年級學童聽力表現與學習動機之影響-台北縣國小學童為例(未出版碩士論文)。國立台北教育大學，台北市。周萍(2010)。跨文化交際與原版電影聽說教學。湖北廣播電視大學學報。30(6), 134-135。李倩 (2012)。英文影視資料在大學英語視聽說課程中的教學應用。科教導刊，29， 155。吳雪綺(2015)。國中會考加考英聽應顧及弱勢學生的學習環境。教育資料與研究季刊，106，187-189英文文獻Ahmadi, A., & Yamini, M. (2003). Relationship between field dependence/independence and listening comprehension strategy use by female Iranian English majors. Journal of Faculty of Letters and Humanities, 46(187), 61–72.Ahour, T., & Bargool, S. (2015). A Comparative Study on the Effects of While Listening Note Taking and Post Listening Summary Writing on Iranian EFL Learners` Listening Comprehension. Theory and Practice in Language Studies, 5(11), 2327-2332.Allan, M. (1985). Teaching English with video. Longman handbooks for language teachers. Harlow: Longman.Allen, M. (1985). Teaching English with video. Singapore: LongmanBaltova, I. (1994). The Impact of Video on the Comprehension Skills of Core French Students. Canadian Modern Language Review, 50, 507-531.Basaran, H. F., & Köse, G. D. (2013). The Effects of Captioning on EFL Learners’ Listening Comprehension. Procedia - Social and Behavioral Sciences, 70, 702-708Bidabadi, F. S., & Yamat, H. (2010). Learning Style Preferences by Iranian EFL Freshman University Students. Procedia - Social and Behavioral Sciences, 7, 219–226.Bonk, W. (2000). Second language lexical knowledge and listening comprehension. International Journal of Listening, 14, 14-31.Borras, I. & Lafayette, R.C. (1994). Effects of multimedia courseware subtitling on the speaking performance of college students of French. The Modern Language Journal, 78, 61-75.Brown, H. D. (2000). Principles of Language Learning and Teaching (4th ed.). New York: Addison Wesley Longman, IncBuck, G. (2001). Assessing listening: Cambridge University Press.Chai, J. & Erlam, R. (2008). The Effect and the Influence of the Use of Video and Captions on Second Language Learning. New Zealand Studies in Applied Linguistics,14(2), 25-44Chen, I. C. (2016). The effects of video-annotated listening review mechanism on listening comprehension, Master Thesis of E-learning Master Program of Library and Information Studies at National Cheng-Chi University, Taipei, Taiwan, 27-74Chen, C. M. & Chen, I. C. (In press). The effects of video-annotated listening review mechanism on promoting EFL listening comprehension. Interactive Learning Environments.Chen, L., Zhang, R., & Liu, C. (2014). Listening strategy use and influential factors in Web‐based computer assisted language learning. Journal of Computer Assisted Learning, 30(3), 207-219.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. (1996). The effects of using advance organizers and captions to introduce video in the foreign language classroom. TESL Canada Journal, 14, 61–65.Chung, J. M., (1996). The Effects of Using Advance Organizers and Captions to Introduce Video in the Foreign Language Classroom. TESL Canada Journal, 14(1), 61-64.Danan, M. (1992). Reversed subtitling and dual coding theory: new directions for foreign language instruction. Language Learning, 42 (4), 497-527.Danan, M. (2004). Captioning and Subtitling: Undervalued Language Learning Strategies. Meta, 49, 67-77. http://dx.doi.org/10.7202/009021arDavis, Fred D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340Dunkel, P. A. (1991). Listening in the native and second/foreign language: Toward an integration of research and practice. TESOL Quarterly, 25( 3), 431-457.Ellis, R. (2008). The Study of Second Language Acquisition. Oxford England; New York : Oxford University PressErik, P. (2014). Teaching the core skills of listening & speaking. Virginia: AlexandriaFlorence, Y. (2009). Learning English through films : A case study of a Hong Kong class. University of Hong Kong.Flowerdew, J. and Miller, L. (1996). Student perceptions, problems and strategies in second language lecture comprehension, RELC Journal, 23 (2), 60-80Froehlish, J. (1988). German videos with German subtitles: a new approach to listening comprehension development. Die Unterrichtspraxis / Teaching German, 21(2), 199-203Ghasemboland, F., Nafissi, Z. (2012). The effects of using English captions on Iranian students’ learning comprehension. Procedia: Social and Behavioral Sciences, 64, 105-112.Gilakjani, A. P. (2011). Visual, Auditory, Kinaesthetic Learning Styles and Their Impacts on English Language Teaching. Journal of Studies in Education, 1, 104-113. https://doi-org.autorpa.lib.nccu.edu.tw/10.5296/jse.v2i1.1007.Gilakjani, A., & Ahmadi, A. (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. M. (2002). Exploring Listening Comprehension Tactics and Their Interaction Patterns. System, 30(2), 185-206Graham, S. (2006). Listening Comprehension: The Learners` Perspective. System: An International Journal of Educational Technology and Applied Linguistics, 34(2), 165-182 .Hamdani, D. Al. (2015). Exploring Students` Learning Style at a Gulf University: A Contributing Factor to Effective Instruction. Procedía - Social and Behavioral Sciences, 176, 24-128.Hanley, J., & Herron, C., A. (1992). Using video to introduce children to a foreign culture. Foreign Language Annals, 25, 419-426.Harvey, L., Locke, W., & Morey, A. (2002). Enhancing Employability, Recognising Diversity. London, Universities.Hayati, A., & Mohmedi, F. (2011). The Effect of Films with and without Subtitles on Listening Comprehension of EFL Learners. British Journal of Educational Technology, 42(1), 181-192Hsu, 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.Hui, W. (2007). The Effects of Captions on Chinese EFL Students` Incidental Vocabulary Acquisition. Computer-Assisted Foreign Language Education, 2, 47-52Hwang, G. J., Yang, L. H., and 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.Ibrahim (2017). Exploring the Causes of Listening Comprehension Anxiety from EFL Saudi Learners’ Perspectives: A Pilot Study. Advances in Language and Literary Studies, 8 (4), 79 -84Johnson, K., & Wells, L. (2014). Palgrave Study Skills: The International Student Handbook. Journal of International Students, 4(2), 196-198Jones, L. (2013). Supporting Student Differences in Listening Comprehension and Vocabulary Learning with Multimedia Annotations. CALICO Journal; San Marcos. 26(2), 267-285Kabooha, R. H. (2016). Using Movies in EFL Classrooms: A Study Conducted at the English Language Institute (ELI), King Abdul-Aziz University. English Language Teaching, 9(3), 248. http://doi.org/10.5539/elt.v9n3p248.Keshmandi, O., Akbari, O., & Ghonsooly, B. (2015). On the relationship between cognitive style (field-dependence/independence) and translation achievement of iranian translation students. International Journal of Research Studies in Psychology, 4(3), 67-76.King, J. (2002). Using DVD Feature Films in the EFL Classroom. Computer Assisted Language Learning, 15(5), 509-523Krashen, S. D.(1985). The input hypothesis: issues and implications. Harlow: Longman.Lederer, A. L., Maupin, D. J., Sena, M. P. & Zhuang, Y. (2000) The Technology Acceptance Model and the World Wide Web. Decision Support Systems, 29, 269-282.Lewis, M. & Hill, J. (1985). Practical techniques for language teaching. (2nd) United States: Cengage Learning, IncLin, T. Y.(2019). The effects of collaborative reading annotation system with SOAR structured note function on learner`s reading comprehension, reading motivation and reading attitude. Master Thesis of E-learning Master Program of Library and Information Studies at National Cheng-Chi University, Taipei, Taiwan, 53-57Liu, A. & Bu, Y.H. (2016). Reciprocal Learning Strategy in CALL Environment: A Case Study of EFL Teaching at X University in Shanghai. Universal Journal of Educational Research, 4 (5), 1059-1070Lwo, L. & Lin, M. C. T. (2012) The effects of captions in teenagers’ multimedia L2 learning. ReCALL, 24(2), 188–208.Markham, P. L. (1989). The effect of captioned television videotapes on the listening comprehension of beginning, intermediate, and advanced ESL students. Educational Technology, 29(10), 38-41Martín, M., & Jaén, M. (2009). Teaching conversation through films: A comparison of conversational features and collocations in the BNC and a micro-corpus of movies. The International Journal of Learning, 16(7), 445-458.Mirvan, X. (2013). The advantages of using films to enhance student’s reading skills in the EFL classroom. Journal of Education Practice, 4(13).62-68Mofareh, A. (2015). The importance of vocabulary in language learning and how to betaught . International Journal of Teaching and Education, 3(3), 21-34.,Mulyadi, D., Rukmini, D., and Yuliasri, I. (2017). The Analysis of Students` Listening Proficiency Viewed from Their Different Learning Styles after Getting the Strategy Instructions. Theory and Practice in Language Studies; London, 7(12), 1200-1209. DOI:10.17507/tpls.0712.06Murphy, J. M. (1991). Oral Communication in TESOL Integrating Speaking, Listening, and Pronunciation. TESOL Quarterly, 25(1), 51-75Nation, I.S.P. (2001). Learning Vocabulary in Another Language. Cambridge University Press, Cambridge.Nozari, A. Y. & Siamian, H. (2014). The Relationship between Field Dependent-Independent Cognitive Style and Understanding of English Text Reading and Academic Success. Mater Sociomed, 27(1), 39-41.Nunan, D., Miller, L. & Baltova, I. (1997). New ways in teaching listening. The Canadian Modern Language Review, 54(1), 138-139.O`Malley, J. M., Chamot, A. U. and Kupper, L. (1989). Listening comprehension strategies in second language acquisition. Applied Linguistics, 10(4), 418-437.Palmer, D. J., & Goetz, E. T. (1988). Selection and use of study strategies: The role of the studier’s beliefs about self and strategies. In C. Weinstein, E.T. Goetz, & P.A. Alexander (Eds.), Learning and study strategies: Issues in assessment, instruction, and evaluation,77-100.Plass, J. L., Chun, D. M., Mayer, R. E., & Leutner, D. (1998). Supporting visual and verbal learning preferences in a second-language multimedia learning environment. Journal of educational psychology, 90, 1-25.Read, J. (2000). Assessing Vocabulary. Cambridge University Press, Cambridge.Renukadevi, D. (2014). The role of listening in language acquisition; the challenges and strategies in teaching listening. International Journal. 4(1), 59-63.Richards, J. C., Platt, J. and Platt, H. (1992). Longman Dictionary of Language Teaching and Applied Linguistics (2nd ed). London: Longman Group UK Limited.Rokni, S., & Ataee, A. (2014). Movies in EFL classrooms: With or without subtitles. The Dawn Journal, 3(1), 715-726.Rost, M. (2002). Teaching and Researching Listening. London, UK: Longman.Ruusunen, V. (2011). Using movies in EFL teaching: The point of view of teachers. Master’s Thesis, 23-90.Sabouri, H., Zohrabi, M. & Osbouei, Z. K. (2015). The impact of watching English subtitled movies in vocabulary learning in different genders of Iranian EFL learners. International Journal on Studies in English Language and Literature, 3(2), 110-125.Seferoğlu, G. (2008). Using feature films in language classes. Educational Studies, 34(1), 1-9.Sherman, J. (1993). Using Authentic Video in the Language Classroom. United Kingdom: Cambridge UniversitySnyder, H. R. & Colon, I. (1988). Foreign language acquisition and audio-visual aids. Foreign Language Annals, 21, 343-348.Stempleski, S. & Tomalin, B. (1990). Video in Action: Recipes for Using Video in Language Teaching. ELT Journal, 45(1), 80-81.Stewart, M.A. & Pertusa, I. (2004). Gains to language learners from viewing target language closed- captioned films. Foreign Language Annals, 37(3), 438-47.Sydorenko, T. (2010). Modality of input and vocabulary acquisition. Language Learning & Technology, 14 (2), 50-73.Tognozzi, E. (2010). Teaching and evaluating language and culture through film. ITALICA, 87(1), 69-91.Tutunis, B. T. (2001). Awareness raising on learner`s listening strategies and impact on listening performance. ERIC ED462011.Vandergrift, L. (1999). Facilitating Second Language Listening Comprehension: Acquiring Successful Strategies. ELT Journal, 53(3), 168-176.Vanderplank, R. (2016). Captioned media in foreign language learning and teaching : subtitles for the deaf and hard-of-hearing as tools for language learning. Palgrave Macmillan (1st e d)Wang, Y., & Shen, C. (2007). Tentative model of integrating authentic captioned video to facilitate ESL learning. Sino-Us English Teaching, 4(9), 1-13.Witkin, H. A. (1977). Role of the Field Dependent and Field Independent Cognitive Styles in Academic Evolution: A Longitudinal Study. Journal of Educational Psychology, 69 (3): 197-211.Xu, F. (2009). Comprehensible input and listening comprehension.US-China Foreign Language, 7(7), 56-64.Xu, W. (2011). Learning Styles and Their Implications in Learning and Teaching. Theory and Practice in Language Studies, 1(4), 413-416.Yang, Y. T. C., Chuang, Y. C., Li, L. Y. & Tseng, S. S. (2013). A blended learning environment for individualized English listening and speaking integrating critical thinking. Computers & Education, 63, 285–305.Yousefi, M. (2011) Cognitive style and EFL learners listening comprehension ability. Indonesian Journal of Applied Linguistics, 1(1), 70-79.Yu, K. F.. (2009). Learning English through films : a case study of a Hong Kong class. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4324124Zhang, Q. (2013). The impact of film and film-based activities on the attitudes of English speaking secondary-school students toward L2 Chinese. Creative Practices in Language Learning and Teaching, 1(2), 1-17. 描述 碩士
國立政治大學
圖書資訊學數位碩士在職專班
105913022資料來源 http://thesis.lib.nccu.edu.tw/record/#G0105913022 資料類型 thesis dc.contributor.advisor 陳志銘 zh_TW dc.contributor.advisor Chen, Chih-Ming en_US dc.contributor.author (作者) 林美鳳 zh_TW dc.contributor.author (作者) Lin, Mei-Feng en_US dc.creator (作者) 林美鳳 zh_TW dc.creator (作者) Lin, Mei-Feng en_US dc.date (日期) 2019 en_US dc.date.accessioned 12-二月-2019 16:03:03 (UTC+8) - dc.date.available 12-二月-2019 16:03:03 (UTC+8) - dc.date.issued (上傳時間) 12-二月-2019 16:03:03 (UTC+8) - dc.identifier (其他 識別碼) G0105913022 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/122343 - 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) 105913022 zh_TW dc.description.abstract (摘要) 隨著全球化的發展，英語可說已是全世界最廣泛被使用的語言。在台灣，學生從小學三年級就開始學習英語，雖然長期學習英語，但是主要著重於英文單字、文法的學習，英語聽力技巧經常被忽視，以至於聽力理解能力普遍不佳，難以在日常生活中順利與外國人進行溝通。隨著資訊科技的快速發展，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學習暨複習系統輔以單字學習機制(Video-Annotated Learning and Review System with Vocabulary Learning Mechanism, VALRS-VLM)，可輔助學習者依據自己的學習需求，進行英語需要聽力重聽段落確定語意的不熟悉單字查詢。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VALRS-VLM，以及單純只有重聽影片標註聽力學習暨複習系統而無英語聽力重聽段落單字學習機制(Video-Annotated Learning and Review System without Vocabulary Learning Mechanism, VALRS-NVLM)的學習者，在英語聽力理解成效、學習滿意度、科技接受度、認知負荷，以及學習保留是否具有顯著差異，以驗證強化聽力過程中不熟悉單字是否有助於提升聽力理解成效。此外，也進一步比較不同認知風格學習者（場地獨立型與場地依賴型），分別採用VALRS-VLM及VALRS-NVLM在英語聽力理解成效、學習滿意度、科技接受度、認知負荷，以及學習保留上是否具有顯著的差異。研究結果發現，使用VALRS-VLM的學習者，其聽力理解成效與學習保留皆顯著優於使用VALRS-NVLM的學習者。此外，使用VALRS-VLM之場地獨立與場地相依不同認知風格學習者，其聽力理解成效與學習保留皆顯著優於使用VALRS-NVLM之場地獨立與場地相依不同認知風格學習者。最後，採用VALRS-VLM及VALRS-NVLM學習者的學習滿意度、科技接受度，以及認知負荷度不具有顯著差異，但是學習滿意度、科技接受度皆高，並且認知負荷低。研究結果顯示，學習者使用VALRS-VLM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.abstract (摘要) With the development of globalization, English has probably become the most widely used language around the world. In Taiwan, students begin to learn English from the third grade of primary school. Although they have been learning English for a long time, they usually could not express their meaning and feelings with foreign people in English naturally and well. The main reason is that English listening skills are often overlooked in second language acquisition.With the rapid development of information technology, computer-aided language learning has become a development trend. Hence, the study proposes a novel video-annotated learning and review system with vocabulary learning mechanism (VALRS-VLM), which can assist learners to mark any listening section that cannot fully understand manually, and then clarify the pronunciation and usage of the unfamiliar vocabulary words appearing in the listening section through an online dictionary with correct meaning and pronunciation for these vocabulary words, so as to enhance learners’ English listening performance and perception.In order to verify the effectiveness of the proposed VALRS-VLM, the study examines the effects of the learners in the experimental group using the VALRS-VLM with those in the control group using the video-annotated learning and review system without vocabulary learning mechanism (VALRS-NVLM) on English listening comprehension performance, learning satisfaction, technology acceptance, cognitive load, and learning retention. Furthermore, this study also examines the effects of the learners of both groups with different learning styles, field independence and field dependence, on the English listening comprehension performance, learning satisfaction, technology acceptance, cognitive load, and learning retention.Analytical results show that the learners in the experimental group using the VALRS-VLM achieved remarkably better listening comprehension performance and learning retention than those in the control group using the VALRS-NVLM. Moreover, the field independence and field dependence learners in the experimental group using the VALRS-VLM also had significantly better listening comprehension performance and learning retention than those in the control group using the VALRS-NVLM. In addition, there were no significant differences between both the groups in learning satisfaction, technology acceptance, and cognitive load, but the learning satisfaction and technology acceptance of both the groups are higher than the median (median = 3) of a five-point Likert scale as well as the cognitive load of both the groups is lower than the median (median = 3) of a five-point Likert scale. The study confirms that the proposed VALRS-VLM could effectively assist learners in facilitating English listening comprehension performance as well as satisfied the learners’ awareness towards usefulness, helpfulness, and easy to use. en_US dc.description.tableofcontents CHAPTER 1 INTRODUCTION 51.1 Background and Motivation 51.2 Purpose of the Study 71.3. Research Questions 71.4 Limitations of the Study 71.5 Definition of Important Terms in the Study 8CHAPTER 2 LITERATURE REVIEW 122.1 English Listening Learning 122.2 Computer-Assisted Listening Learning System 142.3 Vocabulary Learning for Assisting in Listening Learning 172.4 Effects of Learners with Different Cognitive Styles on Learning Performance 18CHAPTER 3 RESEARCH METHODOLOGY 203.1 Research Architecture 203.2 Research Participants 223.3 Experimental Procedures 233.4 Research Instruments 253.5 Data Analysis 36CHAPTER 4 EXPERIMENTAL RESULTS 374.1 The Analysis of Learners’ Initial English Proficiency of Both the Groups before the Experiment 374.2 Comparisons of English Listening Comprehension Posttest between Both the Groups’ Learners 384.3 Comparison of English Listening Comprehension Posttest between Both the Groups’ Learners with Different Cognitive Styles 394.4 Comparisons of English Learning Satisfaction, Technology Acceptance and Cognitive Load between Both the Groups 414.5 Comparisons of English Learning Satisfaction, Technology Acceptance and Cognitive Load between Both the Group’s Learners with Different Cognitive Styles 424.6 Comparisons of Learning Retention between Both the Groups by Using ANCOVA 434.7 Comparisons of Learning Retention between Both the Groups’ Learners with Different Cognitive Styles 444.8 Discussion 46CHAPTER 5 CONCLUSIONS AND FUTURE WORK 495.1 Conclusions 495.2 Suggestions for the Improvement and Implementation of the VALRS-VLM 505.3 Directions for Future Research 52Reference 54Appendix A. Group Embedded Figure Test 61Appendix B. English Listening Comprehension Test 70Appendix C. Learning Satisfaction Questionnaire 84Appendix D: Technology Acceptance Questionnaire 86Appendix E: Cognitive Load Questionnaire 88 zh_TW dc.format.extent 3055031 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0105913022 en_US dc.subject (關鍵詞) 影片標註學習暨複習系統輔以單字學習機制 zh_TW dc.subject (關鍵詞) 字彙學習 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 and review system with vocabulary learning mechanism en_US dc.subject (關鍵詞) Vocabulary learning en_US dc.subject (關鍵詞) English listening learning en_US dc.subject (關鍵詞) English listening comprehension en_US dc.title (題名) 影片標註學習暨複習系統輔以單字學習機制對於英語聽力理解成效之影響研究 zh_TW dc.title (題名) The Effects of Video-Annotated Learning and Review System with Vocabulary Learning Mechanism on English Listening Comprehension en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 中文文獻吳裕益 (1987)。認知能力與認知型態個別差異現象探討。國立高雄師範學院教育學系及教育研究所教育學刊，7，51-98。楊榮棠(2005)。不同字幕的英語卡通影片觀賞對學生聽力效果之研究(未出版碩士論文)。國立台北師範學院，台北市。教育部(2007)。國民中小學九年一貫課程綱要語文學習領域（英語）。1-7。欉浩慧(2008)。字幕處理方式對不同英語聽力成就的國小六年級學童聽力表現與學習動機之影響-台北縣國小學童為例(未出版碩士論文)。國立台北教育大學，台北市。周萍(2010)。跨文化交際與原版電影聽說教學。湖北廣播電視大學學報。30(6), 134-135。李倩 (2012)。英文影視資料在大學英語視聽說課程中的教學應用。科教導刊，29， 155。吳雪綺(2015)。國中會考加考英聽應顧及弱勢學生的學習環境。教育資料與研究季刊，106，187-189英文文獻Ahmadi, A., & Yamini, M. (2003). Relationship between field dependence/independence and listening comprehension strategy use by female Iranian English majors. Journal of Faculty of Letters and Humanities, 46(187), 61–72.Ahour, T., & Bargool, S. (2015). A Comparative Study on the Effects of While Listening Note Taking and Post Listening Summary Writing on Iranian EFL Learners` Listening Comprehension. Theory and Practice in Language Studies, 5(11), 2327-2332.Allan, M. (1985). Teaching English with video. Longman handbooks for language teachers. Harlow: Longman.Allen, M. (1985). Teaching English with video. Singapore: LongmanBaltova, I. (1994). The Impact of Video on the Comprehension Skills of Core French Students. Canadian Modern Language Review, 50, 507-531.Basaran, H. F., & Köse, G. D. (2013). The Effects of Captioning on EFL Learners’ Listening Comprehension. Procedia - Social and Behavioral Sciences, 70, 702-708Bidabadi, F. S., & Yamat, H. (2010). Learning Style Preferences by Iranian EFL Freshman University Students. Procedia - Social and Behavioral Sciences, 7, 219–226.Bonk, W. (2000). Second language lexical knowledge and listening comprehension. International Journal of Listening, 14, 14-31.Borras, I. & Lafayette, R.C. (1994). Effects of multimedia courseware subtitling on the speaking performance of college students of French. The Modern Language Journal, 78, 61-75.Brown, H. D. (2000). Principles of Language Learning and Teaching (4th ed.). New York: Addison Wesley Longman, IncBuck, G. (2001). Assessing listening: Cambridge University Press.Chai, J. & Erlam, R. (2008). The Effect and the Influence of the Use of Video and Captions on Second Language Learning. New Zealand Studies in Applied Linguistics,14(2), 25-44Chen, I. C. (2016). The effects of video-annotated listening review mechanism on listening comprehension, Master Thesis of E-learning Master Program of Library and Information Studies at National Cheng-Chi University, Taipei, Taiwan, 27-74Chen, C. M. & Chen, I. C. (In press). The effects of video-annotated listening review mechanism on promoting EFL listening comprehension. Interactive Learning Environments.Chen, L., Zhang, R., & Liu, C. (2014). Listening strategy use and influential factors in Web‐based computer assisted language learning. Journal of Computer Assisted Learning, 30(3), 207-219.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. (1996). The effects of using advance organizers and captions to introduce video in the foreign language classroom. TESL Canada Journal, 14, 61–65.Chung, J. M., (1996). The Effects of Using Advance Organizers and Captions to Introduce Video in the Foreign Language Classroom. TESL Canada Journal, 14(1), 61-64.Danan, M. (1992). Reversed subtitling and dual coding theory: new directions for foreign language instruction. Language Learning, 42 (4), 497-527.Danan, M. (2004). Captioning and Subtitling: Undervalued Language Learning Strategies. Meta, 49, 67-77. http://dx.doi.org/10.7202/009021arDavis, Fred D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340Dunkel, P. A. (1991). Listening in the native and second/foreign language: Toward an integration of research and practice. TESOL Quarterly, 25( 3), 431-457.Ellis, R. (2008). The Study of Second Language Acquisition. Oxford England; New York : Oxford University PressErik, P. (2014). Teaching the core skills of listening & speaking. Virginia: AlexandriaFlorence, Y. (2009). Learning English through films : A case study of a Hong Kong class. University of Hong Kong.Flowerdew, J. and Miller, L. (1996). Student perceptions, problems and strategies in second language lecture comprehension, RELC Journal, 23 (2), 60-80Froehlish, J. (1988). German videos with German subtitles: a new approach to listening comprehension development. Die Unterrichtspraxis / Teaching German, 21(2), 199-203Ghasemboland, F., Nafissi, Z. (2012). The effects of using English captions on Iranian students’ learning comprehension. Procedia: Social and Behavioral Sciences, 64, 105-112.Gilakjani, A. P. (2011). Visual, Auditory, Kinaesthetic Learning Styles and Their Impacts on English Language Teaching. Journal of Studies in Education, 1, 104-113. https://doi-org.autorpa.lib.nccu.edu.tw/10.5296/jse.v2i1.1007.Gilakjani, A., & Ahmadi, A. (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. M. (2002). Exploring Listening Comprehension Tactics and Their Interaction Patterns. System, 30(2), 185-206Graham, S. (2006). Listening Comprehension: The Learners` Perspective. System: An International Journal of Educational Technology and Applied Linguistics, 34(2), 165-182 .Hamdani, D. Al. (2015). Exploring Students` Learning Style at a Gulf University: A Contributing Factor to Effective Instruction. Procedía - Social and Behavioral Sciences, 176, 24-128.Hanley, J., & Herron, C., A. (1992). Using video to introduce children to a foreign culture. Foreign Language Annals, 25, 419-426.Harvey, L., Locke, W., & Morey, A. (2002). Enhancing Employability, Recognising Diversity. London, Universities.Hayati, A., & Mohmedi, F. (2011). The Effect of Films with and without Subtitles on Listening Comprehension of EFL Learners. British Journal of Educational Technology, 42(1), 181-192Hsu, 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.Hui, W. (2007). The Effects of Captions on Chinese EFL Students` Incidental Vocabulary Acquisition. Computer-Assisted Foreign Language Education, 2, 47-52Hwang, G. J., Yang, L. H., and 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.Ibrahim (2017). Exploring the Causes of Listening Comprehension Anxiety from EFL Saudi Learners’ Perspectives: A Pilot Study. Advances in Language and Literary Studies, 8 (4), 79 -84Johnson, K., & Wells, L. (2014). Palgrave Study Skills: The International Student Handbook. Journal of International Students, 4(2), 196-198Jones, L. (2013). Supporting Student Differences in Listening Comprehension and Vocabulary Learning with Multimedia Annotations. CALICO Journal; San Marcos. 26(2), 267-285Kabooha, R. H. (2016). Using Movies in EFL Classrooms: A Study Conducted at the English Language Institute (ELI), King Abdul-Aziz University. English Language Teaching, 9(3), 248. http://doi.org/10.5539/elt.v9n3p248.Keshmandi, O., Akbari, O., & Ghonsooly, B. (2015). On the relationship between cognitive style (field-dependence/independence) and translation achievement of iranian translation students. International Journal of Research Studies in Psychology, 4(3), 67-76.King, J. (2002). Using DVD Feature Films in the EFL Classroom. Computer Assisted Language Learning, 15(5), 509-523Krashen, S. D.(1985). The input hypothesis: issues and implications. Harlow: Longman.Lederer, A. L., Maupin, D. J., Sena, M. P. & Zhuang, Y. (2000) The Technology Acceptance Model and the World Wide Web. Decision Support Systems, 29, 269-282.Lewis, M. & Hill, J. (1985). Practical techniques for language teaching. (2nd) United States: Cengage Learning, IncLin, T. Y.(2019). The effects of collaborative reading annotation system with SOAR structured note function on learner`s reading comprehension, reading motivation and reading attitude. Master Thesis of E-learning Master Program of Library and Information Studies at National Cheng-Chi University, Taipei, Taiwan, 53-57Liu, A. & Bu, Y.H. (2016). Reciprocal Learning Strategy in CALL Environment: A Case Study of EFL Teaching at X University in Shanghai. Universal Journal of Educational Research, 4 (5), 1059-1070Lwo, L. & Lin, M. C. T. (2012) The effects of captions in teenagers’ multimedia L2 learning. ReCALL, 24(2), 188–208.Markham, P. L. (1989). The effect of captioned television videotapes on the listening comprehension of beginning, intermediate, and advanced ESL students. Educational Technology, 29(10), 38-41Martín, M., & Jaén, M. (2009). Teaching conversation through films: A comparison of conversational features and collocations in the BNC and a micro-corpus of movies. The International Journal of Learning, 16(7), 445-458.Mirvan, X. (2013). The advantages of using films to enhance student’s reading skills in the EFL classroom. Journal of Education Practice, 4(13).62-68Mofareh, A. (2015). The importance of vocabulary in language learning and how to betaught . International Journal of Teaching and Education, 3(3), 21-34.,Mulyadi, D., Rukmini, D., and Yuliasri, I. (2017). The Analysis of Students` Listening Proficiency Viewed from Their Different Learning Styles after Getting the Strategy Instructions. Theory and Practice in Language Studies; London, 7(12), 1200-1209. DOI:10.17507/tpls.0712.06Murphy, J. M. (1991). Oral Communication in TESOL Integrating Speaking, Listening, and Pronunciation. TESOL Quarterly, 25(1), 51-75Nation, I.S.P. (2001). Learning Vocabulary in Another Language. Cambridge University Press, Cambridge.Nozari, A. Y. & Siamian, H. (2014). The Relationship between Field Dependent-Independent Cognitive Style and Understanding of English Text Reading and Academic Success. Mater Sociomed, 27(1), 39-41.Nunan, D., Miller, L. & Baltova, I. (1997). New ways in teaching listening. The Canadian Modern Language Review, 54(1), 138-139.O`Malley, J. M., Chamot, A. U. and Kupper, L. (1989). Listening comprehension strategies in second language acquisition. Applied Linguistics, 10(4), 418-437.Palmer, D. J., & Goetz, E. T. (1988). Selection and use of study strategies: The role of the studier’s beliefs about self and strategies. In C. Weinstein, E.T. Goetz, & P.A. Alexander (Eds.), Learning and study strategies: Issues in assessment, instruction, and evaluation,77-100.Plass, J. L., Chun, D. M., Mayer, R. E., & Leutner, D. (1998). Supporting visual and verbal learning preferences in a second-language multimedia learning environment. Journal of educational psychology, 90, 1-25.Read, J. (2000). Assessing Vocabulary. Cambridge University Press, Cambridge.Renukadevi, D. (2014). The role of listening in language acquisition; the challenges and strategies in teaching listening. International Journal. 4(1), 59-63.Richards, J. C., Platt, J. and Platt, H. (1992). Longman Dictionary of Language Teaching and Applied Linguistics (2nd ed). London: Longman Group UK Limited.Rokni, S., & Ataee, A. (2014). Movies in EFL classrooms: With or without subtitles. The Dawn Journal, 3(1), 715-726.Rost, M. (2002). Teaching and Researching Listening. London, UK: Longman.Ruusunen, V. (2011). Using movies in EFL teaching: The point of view of teachers. Master’s Thesis, 23-90.Sabouri, H., Zohrabi, M. & Osbouei, Z. K. (2015). The impact of watching English subtitled movies in vocabulary learning in different genders of Iranian EFL learners. International Journal on Studies in English Language and Literature, 3(2), 110-125.Seferoğlu, G. (2008). Using feature films in language classes. Educational Studies, 34(1), 1-9.Sherman, J. (1993). Using Authentic Video in the Language Classroom. United Kingdom: Cambridge UniversitySnyder, H. R. & Colon, I. (1988). Foreign language acquisition and audio-visual aids. Foreign Language Annals, 21, 343-348.Stempleski, S. & Tomalin, B. (1990). Video in Action: Recipes for Using Video in Language Teaching. ELT Journal, 45(1), 80-81.Stewart, M.A. & Pertusa, I. (2004). Gains to language learners from viewing target language closed- captioned films. Foreign Language Annals, 37(3), 438-47.Sydorenko, T. (2010). Modality of input and vocabulary acquisition. Language Learning & Technology, 14 (2), 50-73.Tognozzi, E. (2010). Teaching and evaluating language and culture through film. ITALICA, 87(1), 69-91.Tutunis, B. T. (2001). Awareness raising on learner`s listening strategies and impact on listening performance. ERIC ED462011.Vandergrift, L. (1999). Facilitating Second Language Listening Comprehension: Acquiring Successful Strategies. ELT Journal, 53(3), 168-176.Vanderplank, R. (2016). Captioned media in foreign language learning and teaching : subtitles for the deaf and hard-of-hearing as tools for language learning. Palgrave Macmillan (1st e d)Wang, Y., & Shen, C. (2007). Tentative model of integrating authentic captioned video to facilitate ESL learning. Sino-Us English Teaching, 4(9), 1-13.Witkin, H. A. (1977). Role of the Field Dependent and Field Independent Cognitive Styles in Academic Evolution: A Longitudinal Study. Journal of Educational Psychology, 69 (3): 197-211.Xu, F. (2009). Comprehensible input and listening comprehension.US-China Foreign Language, 7(7), 56-64.Xu, W. (2011). Learning Styles and Their Implications in Learning and Teaching. Theory and Practice in Language Studies, 1(4), 413-416.Yang, Y. T. C., Chuang, Y. C., Li, L. Y. & Tseng, S. S. (2013). A blended learning environment for individualized English listening and speaking integrating critical thinking. Computers & Education, 63, 285–305.Yousefi, M. (2011) Cognitive style and EFL learners listening comprehension ability. Indonesian Journal of Applied Linguistics, 1(1), 70-79.Yu, K. F.. (2009). Learning English through films : a case study of a Hong Kong class. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4324124Zhang, Q. (2013). The impact of film and film-based activities on the attitudes of English speaking secondary-school students toward L2 Chinese. Creative Practices in Language Learning and Teaching, 1(2), 1-17. zh_TW dc.identifier.doi (DOI) 10.6814/THE.NCCU.ELIS.002.2019.A01 en_US
