應用雙重增強學習策略於線上英文寫作之研究

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題名:
應用雙重增強學習策略於線上英文寫作之研究
著者: 蘇煜棠; Su, Yu-tang
李鴻亮; none; 科技發展與傳播研究所
主題: 雙重增強; 學習策略; 線上英文寫作; 重寫策略; 同儕互評; Double Reinforcement; Peer assessment; Learning Strategy; Rewrite strategy; Online English writing
描述: 本研究之目的為發展雙重增強學習策略，並使用該策略進行線上英文寫作教學。為探究學生的學習成效與態度，本研究採用準實驗研究法，對南部某國立大學2個班級共91名學生進行教學實驗，其中一個班級之45名學生分派為雙重增強學習策略組（實驗組），另一班之46名學生分派為傳統教學策略組（控制組）。資料分析以獨立樣本單因子共變數分析與描述性統計來探究不同策略對受試者在英文寫作學習成效與態度問卷調查上的差異情形，經過分析發現：（1）學習者呈現顯著的學習成效；（2）學習者對重寫策略與同儕互評表示支持態度；（3）學習者之先備知識對於線上英文寫作之表現具有顯著影響；（4）學習者對多媒體學習系統表示正面肯定態度。本研究結果意味著，雙重增強學習策略結合重寫活動與同儕互評的學習方法，配合多媒體學習系統進行線上英文寫作教學活動，確實有助於提升學習成效。研究者並依據研究結果，對雙重增強學習策略應用於線上英文寫作學習以及未來之相關研究提出建議。
The purpose of this study is to develop a “Double Reinforcement Learning Strategy” (DRLS) for online English writing. In order to explore the learning effect and attitude of the students, this study includes 2 classes of students (91 students) from a national university in southern Taiwan. Following quasi-experimental rubrics, one class (45 students) is assigned to DRLS group (experimental group), the other class (46 students) is assigned to non-DRLS group (control group). A test on English writing and a questionnaire are used as the instruments. With ANCOVA and descriptive surveys, the results indicate that: (1) Learners’ performance in DRLS group is better than that of in non-DRLS group; (2) Most learners have positive views on rewrite activities and peer assessment; (3) Learner’s prerequisite in English has a significant influence on their writing performance; (4) Most learners prefer using multimedia materials in the process of online English writing. The findings imply that the success of introducing DRLS to online English writing rests upon double writing, peer assessment, and multimedia learning system. Hence, this study makes suggestions for online English writing in the implementation of DRLS and the relevant studies in the future.
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建立日期: 2007
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/3623
資源來源: NUTN IR

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應用雙重增強學習策略於線上英文寫作之研究

蘇煜棠; Su, Yu-tang 李鴻亮; none; 科技發展與傳播研究所 2007

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