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題名 國中英語任務型合作學習之電腦活動設計與發展
Designing and Developing Computer-supported Collaborative Learning (CSCL) Tasks for Junior High EFL Learners in Taiwan
作者 伍如婷
Wu,Ju-ting
貢獻者 招靜琪
Chao,Chin-chi
伍如婷
Wu,Ju-ting
關鍵詞 電腦輔助教學
任務學習
合作學習
英語教學
國中英語
設計本位研究
CSCL
task-based
collaborative learning
CALL
ToolBook
interaction
socialculture theory
design-based research
日期 2008
上傳時間 17-Sep-2009 16:37:55 (UTC+8)
摘要 本研究旨在歸納電腦輔助國中英語任務教學之設計原則，並探究學生在使用電腦軟體時的互動模式。同時，本研究期望能進一步了解，針對此一教師設計之電腦輔助英語教學軟體，學生在使用過程所遇到的困難及與學習夥伴互動的模式。
      本研究採取質的研究方法，並且以設計本位研究的概念為架構。研究者先行設計出一套任務導向之電腦英語教學軟體，作為研究雛型。研究對象為九對高學習成就之國中生。研究時程分為三個階段，每個階段由三對學生者參與。藉由觀察及訪談，分析出學生(1)分別在三個階段所遇到的困難，以及(2)與夥伴互動的模式。在第一部份，先一一探討學生對於每個任務的反應，再歸納出重要的教學議題及軟體在下一階段所應作的修正。在第二部份，先討論學生在互動的過程所扮演的角色，再呈現訪談資料裡學生內心對於互動過程的感受。本研究發現，符合學生學習需求的軟體設計、教師所提供的心理支持、及學生互動的品質，皆是影響電腦英語教學成效之關鍵因素。
      本研究根據以上軟體設計及學生互動的討論結果，進一步提供建議，以作為任務導向之電腦英語教學相關議題之研究參考。
The purpose of this study is to derive useful insights and principles for the design of the computer-supported collaboration tasks and to explore patterns of learners’ interaction when working on the computer tasks. This study attempts to understand how learners react to the teacher-designed computer-supported collaborative learning tasks and how they work together with their partners.
     This study adopts qualitative approach methods within the design-based research framework. First, a task-based computer program is designed as a prototype. Then 9 pairs of high-achieving junior high school students are selected to use the software. Throughout the three cycles of implementation with three pairs of students in each, qualitative data are collected through direct observations and an interview. The results are presented according to the three cycles with a separate section on the participants’ interaction. In the three cycles, the participants’ reactions to each task within each scene are first described, and then pedagogical issues and design adjustments for the next cycle are discussed. In the interaction section, three roles taken by the participants across three cycles are identified, with a discussion on the participants’ viewpoints on their interaction. It is found in this study that the program design, the teacher’s support, and the nature of the learner’s interaction are the key elements affecting the outcomes of using this CSCL program.
      Finally, pedagogical implications and suggestions based on obstacles that the participants encountered during the program are discussed, with the discussion on limitations of this study and suggestions for further research.
參考文獻 <English References>
Abraham, R. G., & Liou, H. C. (1991). Interaction generated by three computer programs: Analysis of functions of spoken language. In P. Dunkel (Ed.), Computer-assisted language learning and testing: Research issues and practice (pp. 85-109). New York: Newbury House.
Barab, S. (2004) Design-based research: putting a stake in the ground. The journal of the learning sciences, 13(1), 1-14.
Beatty, K. (2003). Teaching and researching computer assisted language learning. Edinburgh: Longman.
Beatty, K., & Nunan, D. (2004). Computer-mediated collaborative learning. System, 32, 165-183.
Bobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Research, 1(32), 9-13.
Bloom, B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The
Cognitive Domain. New York: David McKay.
Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: CUP.
Chang, K.-Y. R., & Smith, W. F. (1991). Cooperative learning and CALL/ IVD in beginning Spanish: An experiment. The Modern Language Journal, 75(2), 205-211.
Chen, H.Y. J. (2002). A study of popularity and utilization of a business English website in Taiwan. Unpublished master dissertation, Department of English, National Taipei Normal University, Taipei.
Chen, Y. P. (2004). Investigation of 7th graders` EFL proficiency discrepancy in relation to their family background. Unpublished master dissertation, Department of English, National Kaohsiung Normal University, Kaohsiung.
Coules B. (2004). The Abergavenny murder. The further adventures of Sherlock Holmes. (2). (Stereo Recording). Bath: BBC
Design-based Research Collective. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Research, 32(1), 5-8.
Dede, C. (2005). Why design-based research is both important and difficult. Educational Technology, 45(1), 5-8.
Ellis, R. (2003). Task-based language learning and teaching. Oxford: OUP.
Gall, M. D., Borg, W. R., & Gall, J. P. (1996). Collecting research data through observation and content analysis. In Educational Research: An introduction (6th ed., pp. 327-369). New York: Longman.
Geertz, C. (1973). Description: Toward and interpretive theory of culture. In The interpretation of culture. New York: Basic Books.
Golden-Biddle, K., & Locke, K. D. (1997). Composing qualitative research. Thousand Oaks, CA: Sage.
Hoadley, C. M. (2004). Methodological alignment in design-based research. Educational Psychologist, 39(4), 203-212.
Hoadley, C. P. (2002). Creating context: Design-based research in creating and understanding CSCL. In G. Stahl (Ed.), Computer Support for Collaborative Learning 2002 Conference (pp. 453-462). Boulder, Colorado: Lawrence Erlbaum Associates.
Holliday, A. (2002). Doing and writing qualitative research. London: Sage.
Hubbard, P. (1992). A methodological framework for CALLcourseware development. In M. C. Pennington & V. Stevens (Eds.), Computers in applied linguistics. Clevedon, UK: Multilingual Matters.
Hughes, R. (2002). Teaching and Researching Speaking. Edinburgh, UK: Pearson.
Jewitt, C. (2006). Technology literacy and learning: A multimodal approach: New York: Routledge.
Jones, F. R. (1991). Mickey-mouse and state-of-the-art: Program sophistication and classroom methodology in communicative call. System, 19(1/2), 1-13.
Pang, L.C. (2005). Effects of CALL on EFL Taiwanese junior high students. Unpublished master dissertation, Department of English, National Kaohsiung Normal University, Kaohsiung.
Lantolf J. (2000). Second language learning as a mediated process. Language Teaching, 33, 79-96.
Levy, M. (1997a). Computer-assisted Language Learning: Context and conceptualization: Oxford: OUP.
Levy, M. (1997b). Theory-driven CALL and the development process. Computer Assisted Language Learning, 10(1), 41-56.
LLab (2007). http://www.myet.com/en/Index.htm.
Long, M. H., & Crookes, G. (1992). Three approaches to task-based syllabus design. TESOL Quarterly, 26(1), 27-55.
Long, M. H., & Crookes, G. (1993). Units of analysis in syllabus design--the case for task. In G. Crookes & S. M. Gass (Eds.), Tasks in a pedagogical context: Integrating theory and practice. Clevedon, UK: Multilingual Matters.
Long, M. H., & Robinson, P. (1998). Focus on form: Theory, research, and practice. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition. London: Cambridge.
McDonough, J., & Shaw C. (1993). Materials and methods in ELT. Oxford: Blackwell.
McLoughlin, C., & Oliver, R. (1998). Maximising the language and learning link in computer learning environments. British Journal of Educational Technology, 29(2), 125-136.
Mercer, N. (1996). The quality of talk in children`s collaborative activity in the classroom. Learning and instruction, 6(4), 359-377.
Mevarech, Z. R., Stern, D., & Levita, I. (1987). To cooperative or not to cooperative in CAI: That is the question. Journal of Educational Research, 80(3), 164-167.
Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.
Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.
Oxford, R. L. (1997). Cooperative learning, collaborative learning, and interaction: Three communicative strands in the language classroom. The Modern Language Journal, 81(4), 443-456.
Pan, P. H. (2004). Evaluation of learning activities in junior high school English textbooks for nine-year integrated curriculum. Unpublished master dissertation, Department of English, National Taipei Normal University, Taipei.
Piper, A. (1986). Conversation and the computer: A study of the conversational spin-off generated among learners of English as a foreign language working in groups. System, 1(2), 187-198.
Richards, K. (2003). Qualitative inquiry in TESOL. New York: Palgrave Macmillan.
Richards, J., & Rodgers, T. (2001). Approaches and methods in language teaching. (second ed.). Cambridge: CUP.
Robson, C. (2002). Real world research (2nd ed., pp. 313-318). Oxford: Blackwell.
Salaberry, M. R. (2000). Pedagogical Design of computer mediated communication tasks: learning objectives and technological capabilities. The Modern Language Journal, 84(1), 28-37.
Salaberry, M. R. (2001). The use of technology for second language learning and teaching: a retrospective. Modern Language Journal, 85(1), 35-56.
Silverman, D. (2001). Interpreting qualitative data: Methods for analyzing talk, text and interaction (2nd ed., pp. 25). London: Sage Publications Ltd.
Skehan, P. (1998). A cognitive approach to language learning. Oxford: OUP.
ToolBook Instructor 2004 [Computer software]. (2004). California, USA: SumTotal.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Willis, J. (1996). A framework for task-based learning. Edinburgh, UK: Longman.
Wegerif, R. (2004). The role of educational software as a support for teaching and learning conversations. Computer and Education, 43 (2), 179-191.
Wegerif, R., & Mercer, N. (1996). Computer and reasoning through talk in the classroom. Language and Education, 10(1), 47-65.
Wegerif, R., & Mercer, N. (1998). Software design to support discussion in the primary curriculum. Journal of Computer Assisted Learning, 14, 199-211.
Willis, D. (2003). Rules, patterns, and words: grammar and lexis in English language teaching. Cambridge: Cambridge University Press.
Wu, X. Q. (2005). Communicative and traditional teaching in Taiwan: students’ view and factors influencing them. Unpublished master dissertation, Department of English, National Tsing Hua University, Hsinchu.
<Chinese References>
Chang, W. C.(張武昌) (2002)。國中基本學力測驗英語科雙峰現象形成原因之探討。國民中學學生基本學力測驗推動工作委員會通訊，16期。台北：國民中學學生基本測驗推動工作委員會。
Education department of Taipei city government, (台北市政府教育局) (2002). 臺北市資訊教育白皮書第二期(91~93). Retrieved July 23, 2005, from
http://www.edunet.taipei.gov.tw/public/public.asp?SEL=223
Gong, L. J. (龔立榮) (1995)。電腦輔助教學軟體編製工具應用之研究。台灣師範
大學工業教育研究所碩士論文。
Hong, Z. Y. (洪健詠) (2006)。語言學習之發音偵錯系統。長庚大學資訊工程研究所碩士論文。
Hsu, H. Y. (許筱芸) (2005)。探討現有電腦輔助語言學習教材在英語閱讀策略上之分析。淡江大學教育科技研究所碩士論文。
MOE, The (教育部) (2001)。國民中小學九年一貫課程暫行綱要。台北：教育部。
Sue, S. F. (蘇順發) (2003)。國民中學英語教學革新現況與因應策略之研究。台灣師範大學教育研究所博士論文。
Ting, H. M. (丁弘明) (2005)。語音辨識回饋對國小低年級學童英語「聽力、發音」的影響。雲林科技大學資訊管理研究所碩士論文。
描述 碩士
國立政治大學
英國語文學系英語教學碩士在職專班
92951018
97
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0929510182
資料類型 thesis
dc.contributor.advisor 招靜琪zh_TW
dc.contributor.advisor Chao,Chin-chien_US
dc.contributor.author (Authors) 伍如婷zh_TW
dc.contributor.author (Authors) Wu,Ju-tingen_US
dc.creator (作者) 伍如婷zh_TW
dc.creator (作者) Wu,Ju-tingen_US
dc.date (日期) 2008en_US
dc.date.accessioned 17-Sep-2009 16:37:55 (UTC+8)-
dc.date.available 17-Sep-2009 16:37:55 (UTC+8)-
dc.date.issued (上傳時間) 17-Sep-2009 16:37:55 (UTC+8)-
dc.identifier (Other Identifiers) G0929510182en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/33453-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學系英語教學碩士在職專班zh_TW
dc.description (描述) 92951018zh_TW
dc.description (描述) 97zh_TW
dc.description.abstract (摘要) 本研究旨在歸納電腦輔助國中英語任務教學之設計原則，並探究學生在使用電腦軟體時的互動模式。同時，本研究期望能進一步了解，針對此一教師設計之電腦輔助英語教學軟體，學生在使用過程所遇到的困難及與學習夥伴互動的模式。
      本研究採取質的研究方法，並且以設計本位研究的概念為架構。研究者先行設計出一套任務導向之電腦英語教學軟體，作為研究雛型。研究對象為九對高學習成就之國中生。研究時程分為三個階段，每個階段由三對學生者參與。藉由觀察及訪談，分析出學生(1)分別在三個階段所遇到的困難，以及(2)與夥伴互動的模式。在第一部份，先一一探討學生對於每個任務的反應，再歸納出重要的教學議題及軟體在下一階段所應作的修正。在第二部份，先討論學生在互動的過程所扮演的角色，再呈現訪談資料裡學生內心對於互動過程的感受。本研究發現，符合學生學習需求的軟體設計、教師所提供的心理支持、及學生互動的品質，皆是影響電腦英語教學成效之關鍵因素。
      本研究根據以上軟體設計及學生互動的討論結果，進一步提供建議，以作為任務導向之電腦英語教學相關議題之研究參考。		zh_TW
dc.description.abstract (摘要) The purpose of this study is to derive useful insights and principles for the design of the computer-supported collaboration tasks and to explore patterns of learners’ interaction when working on the computer tasks. This study attempts to understand how learners react to the teacher-designed computer-supported collaborative learning tasks and how they work together with their partners.
     This study adopts qualitative approach methods within the design-based research framework. First, a task-based computer program is designed as a prototype. Then 9 pairs of high-achieving junior high school students are selected to use the software. Throughout the three cycles of implementation with three pairs of students in each, qualitative data are collected through direct observations and an interview. The results are presented according to the three cycles with a separate section on the participants’ interaction. In the three cycles, the participants’ reactions to each task within each scene are first described, and then pedagogical issues and design adjustments for the next cycle are discussed. In the interaction section, three roles taken by the participants across three cycles are identified, with a discussion on the participants’ viewpoints on their interaction. It is found in this study that the program design, the teacher’s support, and the nature of the learner’s interaction are the key elements affecting the outcomes of using this CSCL program.
      Finally, pedagogical implications and suggestions based on obstacles that the participants encountered during the program are discussed, with the discussion on limitations of this study and suggestions for further research.		en_US
dc.description.tableofcontents Acknowledgements……………………………………………..…………………….iii
     Table of Contents……………………………………….…………………………….iv
     Chinese Abstract……………………………………………………….………...……ix
     English Abstract……………………………………………….………...…………….x
     Chapter 1 Introduction……………………………………..…………………….……1
      1.1 Motivation……………………………..…………….………………….……1
      1.2 The Opportunities…………………..…………….……………………..……3
      1.3 Purpose of the Study…..…………….…………………………………..……5
      1.4 Significance of the Study.…………….………………………………………5
     Chapter 2 Literature Review…….…………………………………………….………7
      2.1 Previous Studies on CALL………………………………………..….………7
      2.2 Interaction, Collaboration, and Cooperation……………..….…………...…10
      2.3 Collaboration at the Computer in General Educational Contexts……......…11
      2.3.1 The Computer in the IDRF Model......………………………………11
      2.3.2 The Quality of Talk..………………………………………...………13
      2.3.3 Strategies to Facilitate Collaborative Talk………...…………...……14
      2.4 Pedagogical Objectives and the Design of CALL………...……………..…15
      2.5 Task-based Language Learning and Teaching.…………………………..…16
      2.5.1 TBLT Derived from CLT……………………………………..…..…17
      2.5.2 Rationale for TBLT…………………………………………...…..…17
      2.5.3 Definition of a Task……………………………………...…….….…21
      2.5.4 Categorization of Language Learning Tasks……...…….………...…22
      2.5.5 Implementing Task-based Instruction...…….………………..…...…23
      2.6 Roles in Computer-supported Tasks.………………………………...…...…25
      2.7 Design-based Research……………………………...…………………....…25
      2.8 Summary of Chapter 2…………………...…………………………........…28
     Chapter 3 Research Design………………...………………………...………........…29
      3.1 Rationale for Research Methods………………………...……….............…29
      3.2 Selection of the Participants……………………...………........................…30
      3.3 Data Collection Methods…………...……….............................................…31
      3.3.1 Observation…...………..................................................................…32
      3.3.2 Interview...………...........................................................................…33
      3.4 The CSCL Program....................................................................................…34
      3.4.1 An Overview....................................................................................…34
      3.4.2 Prototype of the Program................................................................…35
      3.5 The Procedure.............................................................................................…53
      3.6 Data Analysis Procedure............................................................................…54
      3.7 Data Interpretation.....................................................................................…56
      3.7.1 The Nature of Qualitative Data.......................................................…56
      3.7.2 Progressivism: Behind the Data Presentation................................….58
      3.8 Summary of Chapter 3..............................................................................….59
     Chapter 4 The First Cycle.......................................................................................….59
      4.1 Scene 1: Comprehension of the Detective Story.......................................….60
      4.1.1 The Participants’ Reaction to the Initial Task.................................….60
      4.1.2 The Participants’ Reaction to the Sound Clip.................................….61
      4.2 Task 1, 3 and 3: Speaking Tasks................................................................….63
      4.2.1 Their First Reaction to the Speaking Tasks.........................................63
      4.2.2 The Participants’ Performance............................................................67
      4.3 Task 2: Note-taking Task................................................................................72
      4.4 Scene 3: Matching Task.................................................................................74
      4.5 Task 5: Giving Orders....................................................................................76
      4.6 Scene 4: Detecting..........................................................................................77
      4.7 Scene 5: Newspapers .....................................................................................81
      4.8 Discussion and Conclusion of the First Cycle...............................................85
      4.8.1 The Resistance to Record....................................................................85
      4.8.2 The Need for an Instructor...................................................................87
      4.8.3 Design Adjustments.............................................................................90
     Chapter 5 The Second Cycle........................................................................................92
     5.1 Scene 1: Comprehension of the Detective Story............................................92
      5.2 Task 1, 3 and 3: Speaking Tasks.....................................................................93
      5.2.1 The Participants’ Reaction...................................................................94
      5.2.2 The Participants’ Performance............................................................97
      5.3 Task 2: Note-taking Task..............................................................................101
      5.4 Scene 3: Matching........................................................................................103
      5.5 Task 5: Giving Orders..................................................................................104
      5.6 Scene 4: Detecting........................................................................................106
      5.7 Scene 5: Newspapers....................................................................................109
      5.8 Discussion and Conclusion of the Second Cycle.........................................112
      5.8.1 Problem-solving Ability.....................................................................112
      5.8.2 Design Adjustments...........................................................................115
     Chapter 6 The Third Cycle.........................................................................................117
     6.1 Scene 1: Comprehension of the Detective Story..........................................117
      6.2 Task 1, 3 and 3: Speaking Tasks...................................................................118
      6.2.1 The Participants’ Reaction.................................................................118
      6.2.2 The Participants’ Performance..........................................................121
      6.3 Task 2: Note-taking Task..............................................................................125
      6.4 Scene 3: Matching........................................................................................126
      6.5 Task 5: Giving Orders..................................................................................127
      6.6 Scene 4: Detecting........................................................................................129
      6.7 Scene 5: Newspapers....................................................................................132
      6.8 Discussion and Conclusion of the Third Cycle............................................136
      6.8.1 Written Elements on the Screen........................................................136
      6.8.2 Summary of the Participants’ Reaction to Adjustments....................137
     Chapter 7 The Results................................................................................................139
     7.1 Summary of the Three Cycles......................................................................139
     7.2 Addressing Research Question 1..................................................................140
     7.3 Addressing Research Question 2..................................................................142
      7.3.1 The Expert.........................................................................................143
      7.3.2 The Equal Peers.................................................................................150
      7.3.3 The Supporter/Monitor......................................................................161
      7.4 The Participants’ Viewpoints........................................................................164
      7.4.1 The Participants’ Emotions................................................................164
      7.4.2 Characteristics of Expected Partners.................................................166
      7.5 Summary of Chapter 7.................................................................................167
     Chapter 8 Conclusion.................................................................................................169
      8.1 Summary of Findings...................................................................................169
     8.2 Pedagogical Implications.............................................................................170
      8.3 Limitations of the Study and Suggestions for Further Research.................173
      8.4 Conclusion....................................................................................................174
     Appendixes.................................................................................................................175
      A. The Participants’ Academic Performances....................................................175
      B. An Informed Consent Form...........................................................................176
      C. A Sample of Fieldnote...................................................................................177
     D. Transcription Note….....................................................................................182
      E. A List for Interview Questions…….…..........................................................183
     References..................................................................................................................184		zh_TW
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dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0929510182en_US
dc.subject (關鍵詞) 電腦輔助教學zh_TW
dc.subject (關鍵詞) 任務學習zh_TW
dc.subject (關鍵詞) 合作學習zh_TW
dc.subject (關鍵詞) 英語教學zh_TW
dc.subject (關鍵詞) 國中英語zh_TW
dc.subject (關鍵詞) 設計本位研究zh_TW
dc.subject (關鍵詞) CSCLen_US
dc.subject (關鍵詞) task-baseden_US
dc.subject (關鍵詞) collaborative learningen_US
dc.subject (關鍵詞) CALLen_US
dc.subject (關鍵詞) ToolBooken_US
dc.subject (關鍵詞) interactionen_US
dc.subject (關鍵詞) socialculture theoryen_US
dc.subject (關鍵詞) design-based researchen_US
dc.title (題名) 國中英語任務型合作學習之電腦活動設計與發展zh_TW
dc.title (題名) Designing and Developing Computer-supported Collaborative Learning (CSCL) Tasks for Junior High EFL Learners in Taiwanen_US
dc.type (資料類型) thesisen
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