APP輔助回音法學習對國小生英語聽力焦慮之影響

LIN, HSIN-HUAI · APP輔助回音法學習對國小生英語聽力焦慮之影響 · Effects of the App-Assisted Echo Method on Elementary School Students' English Listening Anxiety. 資料載入處理中... 跳到主要內容 臺灣博碩士論文加值系統 ::: 網站導覽| 首頁| 關於本站| 聯絡我們| 國圖首頁| 常見問題| 操作說明 English |FB專頁 |Mobile 免費會員 登入| 註冊 功能切換導覽列 (178.128.63.162)您好！臺灣時間：2022/09/0113:15 字體大小：       ::: 詳目顯示 recordfocus 第1筆/ 共1筆  /1頁 論文基本資料 摘要 外文摘要 目次 參考文獻 QRCode 本論文永久網址: 複製永久網址Twitter研究生:林欣慧研究生(外文):LIN,HSIN-HUAI論文名稱:APP輔助回音法學習對國小生英語聽力焦慮之影響論文名稱(外文):EffectsoftheApp-AssistedEchoMethodonElementarySchoolStudents’EnglishListeningAnxiety指導教授:阮家慶指導教授(外文):RUAN,JIA-CING口試委員:史嘉琳、趙玉芝、阮家慶口試委員(外文):KARENCHUNG、CHAO,YU-GI、RUAN,JIA-CING口試日期:2022-03-28學位類別:碩士校院名稱:國立彰化師範大學系所名稱:兒童英語研究所學門:人文學門學類:外國語文學類論文種類:學術論文論文出版年:2022畢業學年度:110語文別:英文論文頁數:227中文關鍵詞:回音法、回音法App、外語焦慮、聽力焦慮、聽力理解、行動輔助語言學習外文關鍵詞:EchoMethod、EchoMethodApp、ForeignLanguageAnxiety、ListeningAnxiety、Englishlisteningcomprehension、MobileAssistedLanguageLearning相關次數: 被引用:0點閱:9評分:下載:0書目收藏:0 聽力理解在語言習得中起著舉足輕重的作用。

大量研究表明，聽力理解能力低下會增加學習者在接受聽覺輸入過程中的焦慮程度。

據先前研究指出，行動輔助語言學習(MALL)對第二語言習得具正向影響。

此外，一種聽力自我訓練方法「回音法」在2012年被提出，用於提升學習者的聽力理解能力。

故本研究旨將手機裝置結合回音法和應用程式，並將其應用到英文課程中，欲藉此幫助學習者減輕外語聽力焦慮，並有效促進聽力理解。

然而，這方面的研究仍無人提出。

故本研究旨在探討純回音法和回音法App對降低小學六年級學生外語聽力焦慮（FLLA）和提高聽力理解能力的影響。

本次研究邀請了台灣中部地區71名國小六年級學生參與，研究共為期8週，實驗對象接受每週一次的40分鐘教學課程，並持續6週的教學。

為了回答研究問題，在程序中應用了定量方法。

這項研究結果顯示外語聽力焦慮與英文聽力理解能力兩者間呈現負相關，且僅回音法App對降低小學六年級學生外語聽力焦慮（FLLA）具顯著效果；而純回音法與回音法App皆對提高英文聽力理解能力有顯著效果，其中純回音法效果更佳。

此外，實驗對象對純回音法與回音法App皆持正向積極態度。

總而言之，回音法不僅是自學法亦是一種新的教學法，這項研究報告解釋回音法和回音法App對降低外語聽力焦慮以及提升聽力理解力的影響，並為EFL教師提供進一步教學實踐的教學建議。

Listeningcomprehensionplaysapivotalroleinlanguageacquisition.Plentyofresearchhasindicatedthatlowproficientlisteningcomprehensioncouldincreaselearners’anxietylevelduringtheprocessofreceivingauditoryinput.Therefore,alisteningself-trainingmethod,theEchoMethod,waspropoundedin2012fortheuseofpromotinglearners’listeningskills.Also,previousstudieshavenotedthatMobile-Assistedlanguagelearning(MALL)hasapositiveimpactonsecondlanguageacquisition.Itisthussignificanttoapplymobiletechnologies,namely,mobileapplicationswiththeEchoMethodinthecoursestructuresforthepurposeofhelpinglearnerstoefficientlyreducetheirforeignlanguagelisteninganxietyandprompttheirlisteningcomprehension.ThisstudyaimedtoexploretheeffectoftheEchoMethodandtheApp-AssistedEchoMethodonreducingelementaryschoolsixthgraders’ForeignLanguageListeningAnxiety(FLLA)andenhancingtheirlisteningcomprehension.Inthiscurrentstudy,theparticipantsappliedeitherthepureEchoMethodortheEchoMethodApp,aself-developedapplicationinstalledonportabledevices,toexaminetheireffectsonthelearners’anxietylevelafterthedifferenttreatmentswereconducted.Thecurrentresearchinvited71sixthgradersincentralTaiwantojointhequasi-experiments,survey,andquestionnaires.TheresearchresultsrevealedthatFLLAandEnglishlisteningcomprehensionwerenegativelycorrelated.OnlytheEchoMethodapphadasignificanteffectondecreasingEFLsixthgraders’FLLA.However,boththeEchoMethodandtheEchoMethodappcouldimprovelearners’Englishlisteningcomprehension.Besides,theEchoMethodhadagreatereffectonimprovingsixthgraders’Englishlisteningcomprehension.Inaddition,theparticipantsinthisstudygenerallyreportedpositiveattitudestowardsboththepureEchoMethodandtheEchoMethodAppinstruction.Toconclude,thisstudyshowsthattheEchoMethodcanbeappliednotonlyasaself-learningmethodbutalsoateachingmethodonteachingsites.TheeffectoftheEchoMethodandtheApp-AssistedEchoMethodonFLLAandlisteningcomprehension,aswellasofprovidingEFLteacherswithpedagogicalsuggestionsforfurtherteachingpracticesareincludedinthisstudy. TableofContentsAbstractIIAcknowledgementsIVListofTablesIXListofFiguresXIIChapterOne1Introduction11.1BackgroundoftheStudy11.2MotivationoftheStudy21.3PurposeoftheStudy41.4SignificanceoftheStudy41.5DefinitionsofTermsandAbbreviations51.6Summary7ChapterTwo8LiteratureReview82.1TheReviewofLearningTheories82.2TheImportanceofListeningComprehension112.3ForeignLanguageListeningAnxiety(FLLA).152.3.1Thedefinitionsofforeignlanguagelisteninganxiety152.3.2Taxonomyofforeignlanguageanxiety182.3.3Thecausesandeffectsofforeignlanguageanxiety212.3.4PedagogicalimplicationstohelpreduceFLLA302.4Mobile-AssistedLanguageLearning(MALL)312.5EchoMethodandEchoicMemory402.6ResearchGap472.7ResearchQuestions482.8Researchhypotheses502.9Summary53ChapterThree54Methodology543.1PilotStudy543.1.1Participants543.1.2Instruments583.1.3Materials643.1.4Procedures673.1.5Datacollectionandanalysis693.1.6ResultsandDiscussion703.1.6.1Descriptivestatisticsresults703.1.6.2Pearsoncorrelationandt-testresults753.1.6.3One-wayrepeatedmeasureANOVAresults773.1.6.4Resultfromthequalitativedata783.1.6.5Summary793.1.7Shortageofthepilotstudyandtherevisedsolutions803.2FormalStudy823.2.1Participants823.2.2Instruments833.2.3Materials933.2.4Procedures963.2.5Datacollectionandanalysis973.3Summary99ChapterFour101ResultsandDiscussion1014.1ResultsoftheEnglishLearningBackgroundSurvey1014.2ANOVAResultsoftheEnglishListeningProficiencyTest1054.3ResultsofOne-wayANOVAonFLLAandtheEnglishlisteningtests1074.4ResultsofPairedt-testfortheDifferentTreatmentsonFLLAandEnglishListeningTests1104.4.1ControlGroup(ALMteachingmethod)1114.4.2ExperimentalGroup1(pureEchoMethod)1134.4.3ExperimentalGroup2(EchoMethodApp)1154.6ResultsofthePearsonCorrelationCoefficientontheFLLAPosttestandEnglishListeningComprehensionPosttest1174.7ResultsofParticipants’Feedback1184.8ResultsofInterviewwiththeSubjectTeacher1234.8.1Thesubjectteacher’sawarenessofthedifferencebetweentheALMandEchoMethod1234.8.2ThebenefitsofpracticingtheEchoMethod1254.8.3TheeffectoftheEchoMethodondecreasingparticipants’FLLAlevel1274.8.4TheeffectoftheEchoMethodonenhancingparticipants’Englishlisteningcomprehension1284.8.5Furthersuggestionandapplication1324.9Discussion1344.9.1Thediscussionofthefirstresearchhypothesis1344.9.2Thediscussionofthesecondresearchhypothesis1354.9.3Thediscussionofthethirdresearchhypothesis1364.9.4Thediscussionofthefourthresearchhypothesis1364.9.5Thediscussionofthefifthresearchhypothesis1374.9.6Thediscussionofthesixthresearchhypothesis1384.9.7Thediscussionoftheseventhresearchhypothesis1394.9.8Thediscussionoftheeighthresearchhypothesis1394.10Summary140ChapterFive143Conclusion1435.1Summaryofmajorfindings1435.2Pedagogicalimplications1445.3Limitationsofthestudy1455.4Suggestionsforfuturestudies146References147Appendices155AppendixA:BackgroundSurveyQuestionnaire155AppendixB:ForeignLanguageListeningAnxietyQuestionnairesforPilotStudy157AppendixC:TheSemi-structuredInterviewFormatsforPilotStudyStudents162AppendixD:TheSemi-structuredInterviewFormatforPilotStudy’sSubjectTeacher167AppendixE:ForeignLanguageListeningAnxietyQuestionnairesfortheFormalStudy172AppendixF:EnglishListeningPre-testforFormalStudy177AppendixG:EnglishListeningPost-testforFormalStudy180AppendixH:EnglishListeningRetentionTestforFormalStudy183AppendixI:FeedbackInterviewQuestionnaireforFormalstudy-PureEchoMethodClass186AppendixJ:FeedbackInterviewQuestionnaireforFormalStudy-EchoMethodAppClass188AppendixK:TheSemi-structuredInterviewQuestionnaireforPilotstudy-SubjectTeacher191AppendixL:TheTranscriptionoftheInterviewwiththeSubjectTeacherinFormalStudy196ListofTablesTable1.TheexistingstudiesonthecorrelationbetweenFLAanddifferentvariables.25Table2.TheMobileLearningSWOTAnalysis38Table3.ComparisonoftheShadowingandtheEchoMethods42Table4.Distributionoftheparticipantsinthepilotstudy56Table5.Englishlearningbackgroundoftheparticipantsinthepilotstudy57Table6.Groupdesignofthepilotstudy57Table7.Thesummaryoftheinstrumentsusedinthepilotstudy58Table8.DescriptivestatisticsofFLLApre-,mid-,andpost-testresultsfromclassA(experimentalgroup2:EchoMethodApp)70Table9.DescriptivestatisticsofFLLApre-,mid-,andpost-testresultsfromclassB(experimentalgroup2:EchoMethodApp)71Table10.DescriptivestatisticsofFLLApre-,mid-,andpost-testresultsfromclassC(controlgroup:ALM)72Table11.DescriptivestatisticsofFLLApre-,mid-,andpost-testresultsfromclassD(experimentalgroup1:EchoMethod)72Table12.Descriptivestatisticsofthe1standthe2ndEnglishevaluationtestscoreforclassA(experimentalgroup2:EchoMethodApp)73Table13.Descriptivestatisticsofthe1standthe2ndEnglishevaluationtestscoreforclassB(experimentalgroup2:EchoMethodApp)74Table14.DescriptivestatisticsoftheFLLApre-,mid-,andpost-testresultsfromclassC(controlgroup:ALM)74Table15.DescriptivestatisticsofFLLAthepre-,mid-,andpost-testresultsforclassD(experimentalgroup1:EchoMethod)75Table16.Pairedt-testbetweenstudents’FLLAandgenderdifference76Table17.Pairedt-testbetweenFLLAandwhetherthestudentshadattendedcramschools77Table18.RepeatedmeasureANOVAforFLLAlevelamongdifferenttreatments77Table19.RepeatedmeasureANOVAforEnglishvaluationtestscoreamongdifferenttreatments78Table20.Detailsofthedistributionoftheparticipantsintheformalstudy82Table21.Asummaryoftheinstrumentsusedintheformalstudy84Table22.Theitemdiscriminationanditemdifficultyindexofthepre-test89Table23.Theitemdiscriminationanditemdifficultyindexofthepost-test90Table24.Theitemdiscriminationanditemdifficultyindexoftheretentiontest91Table25.Summaryofusedmeansfordatacollectionandanalysis97Table26.Numberofvalidparticipants102Table28.AcademiclevelsofstartinglearningEnglish103Table29.Percentageofwhetherparticipantshadgonetoacramschool103Table30.Participants’residenceabroadrate104Table31.Theresultsofparticipants’self-efficacyofEnglishlistening104Table32.TherateofwhethertheparticipantshadpracticedEnglishlisteningontheirown105Table33.Thedescriptivestatisticsoftheparticipants’scoresontheGEPTtest106Table35.TheresultofOne-wayANOVAforGEPTKidsamongthethreedifferentgroups107Table36.Thedescriptivestatisticsresultofone-wayANOVAfortheFLLAposttestamongthethreedifferentgroups108Table37.Theresultofone-wayANOVAfortheFLLAposttestamongthethreedifferentgroups108Table39.Thedescriptivestatisticsresultofone-wayANOVAfortheEnglishlisteningposttestamongthethreedifferentgroups109Table40.Theresultofone-wayANOVAfortheEnglishlisteningposttestamongthethreedifferentgroups110Table41.Thepairedsamplesstatisticsresultofthecontrolgroup111Table42.Theresultofthepairedt-testofthecontrolgroupamongtheFLLAandEnglishlisteningtests111Table43.Thepairedsamplesstatisticsresultofexperimentalgroup1(pureEchoMethod)113Table44.Theresultofpairedt-testofexperimentalgroup1(pureEchoMethod)amongFLLAandEnglishlisteningtests114Table45.Thepairedsamplesstatisticsresultofexperimentalgroup2(EchoMethodApp)115Table46.TheResultofthePairedt-testofExperimentalGroup2(EchoMethodApp)amongtheFLLAandEnglishTests116Table47.TheresultofPearsoncorrelationcoefficientonFLLAandEnglishlisteningcomprehension118ListofFiguresFigure1.TheoperationinterfaceofEchoMethodAppforpilotstudy65Figure2.Thepilotstudyexperimentprocedurediagram67Figure3.TheoperationinterfaceofEchoMethodAppforformalstudy94Figure4.Theformalstudyexperimentprocedurediagram96 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推文 網路書籤 推薦 評分 引用網址 轉寄                                                                                                                                                                                                                    top 相關論文 相關期刊 熱門點閱論文 1. 國一、二生外語學習焦慮與英語成就之相關性研究 2. 一位外籍英師教學對英語聽力理解及聽力焦慮之影響：以北部郊區一所國小五年級學童為例 3. 聽力策略教學對偏鄉地區國中學生英語聽力之影響 4. 臺灣國小學童的英語聽力理解與語言、認知、情意變項關係之探討 5. 英語聽力表現與英語能力、學習動機、聽力焦慮以及後設認知之關係研究 6. 外語焦慮與外語能力之關係以台南縣高職為例 7. 運用DuolingoApp探討高中生對第二語言自我調控學習的意識與能力-以美國高中生為例 8. 運用行動輔助影子跟讀法練習增進台灣學生聽力之研究 9. 大一英文課學生的課堂聽講焦慮及其對全英語授課課程之看法 10. 英語發音對大學生聽力焦慮及聽力理解之研究 11. 不同文章主題對大學生聽力焦慮與聽力理解之研究 12. 聽力焦慮對英語學習者的聽力理解及字彙表現之影響   無相關期刊   1. 微學習導入國小三年級學生英語教學之探討 2. 不同形式的前導組織輔助單字學習對國小四年級學童的閱讀理解之影響 3. 以語音辨識系統改善臺灣國小五年級學童發音表現的效益 4. 資訊科技融入英語情境教學法對國民小學學童英語聽說能力與學習動機影響之研究 5. 基於動態評量的數位遊戲式語音辨識系統對於學生英語學習成效之影響 6. 運用拼圖式差異化閱讀對國小學童閱讀成就之研究 7. 教師寫作回饋之效用及台灣高中生的立即回應與訂正 8. 華語和越南語空間概念的比較 9. 韓臺日現行漢字字形比較研究 10. 動態評量語音辨識系統對國小學童英語口說能力、動機、學習焦慮及認知負荷之影響 11. 利用自動語音辨識技術為基礎之線上聽寫工具提升以英語為外語的學生發音表現之研究：以臺灣學生為例 12. 語音辨識系統提升同步口譯數字翻譯準確率功效研究 13. 語言學在中等教育階段英語教學之應用―以語音學音位學和節奏為例 14. 語音辨識結合擴增實境應用於國小英語學習之研究 15. 谷哥語音辨識系統輔助英語教學對於台南市五年級學童英語朗讀及口說表現之效益研究     簡易查詢 | 進階查詢 | 熱門排行 | 我的研究室