Please use this identifier to cite or link to this item: http://hdl.handle.net/11455/22630
DC FieldValueLanguage
dc.contributor杜榮瑞zh_TW
dc.contributorRong-Ruey Duhen_US
dc.contributor祝道松zh_TW
dc.contributorDauw-Song Zhuen_US
dc.contributor.advisor何建達zh_TW
dc.contributor.advisorChien-Ta Hoen_US
dc.contributor.author周昱廷zh_TW
dc.contributor.authorChou, Yu-Tingen_US
dc.contributor.other中興大學zh_TW
dc.date2008zh_TW
dc.date.accessioned2014-06-06T07:18:23Z-
dc.date.available2014-06-06T07:18:23Z-
dc.identifierU0005-2006200721042900zh_TW
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dc.identifier.urihttp://hdl.handle.net/11455/22630-
dc.description.abstract隨著全球化時代的來臨,國際間人與人的互動日趨頻繁,語言的重要性也隨著這個潮流而受到重視,第二語言的學習已經成為各國教育政策上非常重要的議題。而由於行動科技的成熟以及行動學習的發展,越來越多人注意到行動學習應用在語言學習的潛力,行動學習可以使語言學習更加即時化、行動化以及生活化。Podcast是近年來行動科技的一項新應用,透過RSS系統的自動訂閱網路內容並且傳輸至MP3隨身聽中,能讓使用者隨時隨地的享受內容。而透過Podcast,使用者可以下載語言教學內容,使得語言學習能夠與行動科技結合,產生出行動學習的綜效。 本研究以整合性科技接受與使用模式(UTAUT)為基礎,進一步探討民眾對於Podcast系統應用於語言學習的接受度及影響因素。並採用隨機抽樣方式進行問卷調查。研究結果顯示:(1)『績效預期』、『心力耗費預期』、『社會影響』以及『助益環境』都會正向影響使用意圖。(2) 『心力耗費預期』、『助益環境』以及『使用意圖』會正向影響實際使用。(3) 『助益環境』與『使用意圖』之間的關係會受到經驗的干擾。(4) 『心力耗費預期』與『使用意圖』之間的關係會受到性別的影響。zh_TW
dc.description.abstractWith the emergence of globalization, people interact with the foreign countries more and more frequently. The importance of language is increasing day by day under this trend. Learning a second language has been emphasized significantly in the language policy of most countries. In recent years, more and more researchers have noticed the potential of m-learning in language learning because of the maturity of mobile technology. This could make language learning more attractive and give people a different learning experience. Podcasting is one of the new applications of mobile technology. People could enjoy the audio content on their MP3 players anytime and anywhere through a subscription to websites by using the RSS system. Once they subscribe to the language learning website, they could learn a language anytime and anywhere and experience a new style of learning: m-learning. This research tries to explore the acceptance and the critical factors when applying Podcasting in language learning based on the UTAUT model. This research is conducted through questionnaire, and all samples are selected randomly. Below are the results: (1)Performance expectancy, effort expectancy, social influence, and facilitating conditions will influence behavioral intention positively. (2)Effort expectancy, facilitating conditions, and behavioral intention will affect user behavior positively. (3)The relationship between facilitating conditions and behavioral intention will be moderated by experience. (4)The relationship between effort expectancy and behavioral intention will be moderated by gender.en_US
dc.description.tableofcontents論文摘要 i ABSTRACT ii CONTENTS iii LIST OF FIGURES v LIST OF TABLES vi Chapter 1 Intrduction - 1 - 1.1 Research Motivations - 1 - 1.2 Research Objectives - 3 - 1.3 Research Methods - 3 - 1.4 Organizations - 4 - Chapter 2 Literature Review - 6 - 2.1 Podcasting - 6 - 2.1.1 Introduction of Podcasting - 6 - 2.1.2 The development of Podcasting - 8 - 2.1.3 The applications of Podcasting - 9 - 2.1.4 Podcasting in Taiwan - 11 - 2.2 Mobile Learning - 13 - 2.2.1 Characteristics of M-learning - 14 - 2.2.2 Research of M-learning - 17 - 2.2.3 M-learning and Language Learning - 19 - 2.3 Unified Theory of Acceptance and Use of Technology (UTAUT) - 21 - 2.3.1 Performance Expectancy - 22 - 2.3.2 Effort Expectancy - 23 - 2.3.3 Social Influence - 24 - 2.3.4 Facilitating Conditions - 25 - 2.3.5 Behavioral Intention - 26 - Chapter 3 Research Method - 27 - 3.1 Research Model - 27 - 3.2 Variables - 28 - 3.2.1 Performance Expectancy - 28 - 3.2.2 Effort Expectancy - 29 - 3.2.3 Social Influence - 29 - 3.2.4 Facilitating Conditions - 29 - 3.3 Research Hypotheses - 30 - 3.4 Questionnaire Design - 30 - 3.5 Research Samples - 31 - 3.6 Analysis Method - 32 - Chapter 4 Data Analysis - 34 - 4.1 Descriptive Statistics - 34 - 4.1.1 Gender - 34 - 4.1.2 Age - 34 - 4.1.3 Level of Education - 34 - 4.1.4 The experience of using a Podcasting system - 35 - 4.1.5 Items Information - 36 - 4.2 Reliability and Validity Analysis - 38 - 4.2.1 Reliability Analysis - 39 - 4.2.2 Validity Analysis - 39 - 4.3 Correlation Analysis - 41 - 4.4 Regression Analysis - 43 - 4.4.1 Multiple Regression Analysis - 43 - 4.4.2 Logistic Regression Analysis - 45 - 4.5 Hierarchical Regression Analysis - 48 - 4.5.1 Gender - 49 - 4.5.2 Age - 51 - 4.5.3 Experience - 54 - 4.6 Hypotheses Test - 57 - Chapter 5 Conclusion - 59 - 5.1 Findings and Conclusions - 59 - 5.2 Managerial Implication - 61 - 5.3 Research Limit and Future Research - 62 - Reference - 64 - Appendix A: UTAUT model questionnaire - 68 - Appendix B: Research questionnaire - 69 -zh_TW
dc.language.isoen_USzh_TW
dc.publisher電子商務研究所zh_TW
dc.relation.urihttp://www.airitilibrary.com/Publication/alDetailedMesh1?DocID=U0005-2006200721042900en_US
dc.subjectM-learningen_US
dc.subject行動學習zh_TW
dc.subjectLanguage learningen_US
dc.subjectPodcastingen_US
dc.subjectUTAUTen_US
dc.subject語言學習zh_TW
dc.subjectPodcastingzh_TW
dc.subjectUTAUT模式zh_TW
dc.title應用Podcast系統於行動語言學習之關鍵因素研究zh_TW
dc.titleThe critical factors for applying Podcast in mobile language learningen_US
dc.typeThesis and Dissertationzh_TW
item.languageiso639-1en_US-
item.cerifentitytypePublications-
item.grantfulltextnone-
item.openairetypeThesis and Dissertation-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.fulltextno fulltext-
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