Please use this identifier to cite or link to this item: http://hdl.handle.net/11455/93284
標題: A Study of Impact of eBook-Integrated English Teaching in a Junior High Class on Students' Academic Achievement and Learning Motivation
電子書融入國中英語教學對學生的學業成就與學習動機之影響
作者: Ju-Hsiu Cheng
鄭如秀
關鍵字: e-Book;English teaching;academic achievement;learning motivation;電子書;英語教學;英語學業成就;英語學習動機
引用: 一、中文部分 王文科、王智弘(2010)。教育研究法(第十四版)。臺北市:五南。 王郁雯(2013)。兒童電子書之互動性於學習動機研究(未出版之碩士論文)。元智大學,桃園市。 朱敬先(2000)。教育心理學:教學取向。臺北市:五南。 余民寧(1987)。考試焦慮、成就動機、學習習慣與學業成績之研究(未出版之碩士論文)。國立政治大學,臺北市。 李?吟、單文經(1997)。教學原理。臺北市:五南。 李?吟(2001)。學習輔導:學習心理學的應用。臺北市:心理。 李是慰(譯)(2009)。研究倫理:以人為受試對象(原作者:B. D. Sales & S. Folkman)。臺北市:五南。 李修嫚(2013)。英語電子書對國小學生英語學習態度與句型習得成效之研究(未出版之碩士論文)。國立臺南大學,臺南市。 吳明隆(2000)。SPSS統計應用實務。臺北市:松崗電腦圖書公司。 吳靜吉、程炳林(1992)。激勵的學習策略量表之修訂。中國測驗學會測驗年刊,39,59-78。 林生傳(2009)。教育心理學。臺北市:五南。 林寶山(1990)。教學論-理論與方法。臺北市:五南。 邱婉琪(2013)。電子書教學對國中學生國文學習成效影響之研究(未出版之碩士論文)。康寧大學,臺南市。 邱皓政(2003)。量化研究與統計分析。臺北市:五南。 柯宜青(2011)。電子書融入青年文學閱讀課程以增進非英語主修大學生之英語能力和學習動機(未出版之碩士論文)。國立屏東教育大學,屏東縣。 孫企平(2003)。數學教學過程中的學生參與。上海市:華東師範大學。 唐真成(2003)。電子書 = Ebook。臺北市:揚智文化。 郭生玉(2000)。心理與教育測驗。臺北市:精華。 張武昌(2006)。台灣的英語教育:現況與省思。教育資料與研究雙月刊,69, 129-144。 張春興(1994)。現代心理學。臺北市:東華。 張春興(1995)。教育心理學。臺北市:東華。 張春興(2003)。教育心理學:三化取向的理論與實踐。臺北市:東華。 張春興(2006)。張氏心理學辭典。臺北市:東華。 張春興、林清山(1989)。教育心理學。臺北市:東華。 教育部(2008)。九七年國民中小學九年一貫課程綱要(一百學年度實施)。 教育部(2011)。國民教育法(民國100年11月30日修正)。取自:http://edu.law.moe.gov.tw/LawContentDetails.aspx?id=FL008927&KeyWordHL=%E5%9C%8B%E6%B0%91%E6%95%99%E8%82%B2%E6%B3%95&StyleType=1 教育部(2012)。十二年國民基本教育宣導手冊。 教育部(2012)。國民小學及國民中學學生成績評量準則(民國104年01月07日修正)。取自:http://edu.law.moe.gov.tw/LawContentDetails.aspx?id=FL008949&KeyWordHL=&StyleType=1 教育部(2014)。國民教育社群網。http://teach.eje.edu.tw/login_index/index.php 陳淳麗(2007)。國小英語師資訓練手冊。臺北市:師德。 許繼德(2002)。網路輔助教學對不同認知風格的國小學童在英語學習動機與成就之影響(未出版之碩士論文)。國立屏東師範學院,屏東縣。 曾敏玲(2007)。非書的書—電子書。東吳大學圖書館通訊,14,1-30。 黃文茹(2012)。運用電子書輔助國小英語教學:以四年級「Super E-Book」互動教材為例(未出版之碩士論文)。中原大學,桃園市。 黃怡甄(譯)(2011)。所有教師都應該知道的事—媒體與科技(原作者:Donna Walker Tileston)。臺北市:心理。 黃淑貞(2013)。教學電子書運用於國中生英語學習之成效(未出版之碩士論文)。銘傳大學,桃園縣。 黃富順(1974)。影響國中學生學業成就的家庭因素。國立臺灣師範大學教育研究所集刊,16,1-104。 黃羨文(1997)。紙本書與電子書之比較。臺北市:漢美圖書有限公司。 彭森明(2006)。學習成就評量的多元功能及其相應研究設計。教育研究與發展期刊,2(4),18-37。 溫世頌(1997)。教育心理學。臺北市:三民。 楊昌裕(譯)(2011)。所有教師都應該知道的事—學生動機(原作者:Donna Walker Tileston)。臺北市:心理。 葉重新(2011)。教育心理學。臺北市:心理。 賈馥茗(1990)。教育大辭書。臺北市:國立編譯館。 臺灣社會學會(2011)。臺灣社會學會研究倫理守則。取自臺灣社會學會http://tsa.sinica.edu.tw/research_01.php 蔡文榮(2007)。活化教學的錦囊妙計。(第二版)。臺北市:學富文化。 蔡維珊(2013)。電子書融入國小低年級英語學習之研究(未出版之碩士論文)。亞洲大學,臺中市。 蔡嘉朕(1996)。電子書現況與展望。出版人,45,193-196。 鄭和鈞、鄧京華(1995)。高中生心理學。臺北市:五南。 潘奕萍(2011)。圖說電子書與數位閱讀。臺北市:五南。 潘淑滿(2003)。質性研究:理論與應用。臺北市:心理出版社。 劉惠婷(2012)。教學電子書運用於國小三年級英語學習成效之研究(未出版之碩士論文)。國立嘉義大學,嘉義市。 蕭如玲(2010)。運用多媒體電子書輔助教學之學習成效研究-以國小三年級數學分數單元為例(未出版之碩士論文)。雲林科技大學,雲林縣。 蕭昱綺(2012)。運用多媒體電子書對國小學童個人知識信念與英語學習成效之研究(未出版之碩士論文)。雲林科技大學,雲林縣。 簡茂發(1978)。父母教養態度與小學兒童生活適應之關係。教育心理學報,11,63-86。 簡茂發(1987)。心理測驗與統計方法。臺北市:心理。 簡馨瑩(譯)(2011)。所有教師都應該知道的事—學習、記憶與大腦。(原作者: Donna Walker Tileston)。臺北市:心理。   二、外文部分 Airasian, P. W. (1996). Assessment in the classroom. New York: McGraw-Hall. American Psychological Association. (1982). Ethical principles in the conduct of research with human participants. Washington, DC: Author Atkinson, J. W. (1964). An introduction to motivation. Princeton, NJ: VanNostrand. Ausubel, D. A. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart and Winston. Becker, H. J. (2000). Findings from the teaching, learning, and computing survey: Is Larry Cuban right? Paper presented at The School Technology Leadership Conference of the Council of Chief State Officers, Washington, D. C. Bloom, B. S. (1976). Human characteristics and school learning. New York: McGraw-Hill. Brown, A. L., Campione, J. C., &Day, J. D. (1981). Learning to learn: On training students to learn from texts. Educational Research, 10, 14-20. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum. Du Bois, N. F. & Staley, R. K. (1997). A self-regulated learning approach to teaching. Educational Psychology Review, 9(2), 171-197. Connell, J. P., Spencer, M. B., & Aber, J. L. (1994). Educational risk and resilience in African-American youth: Context, self, action, and outcomes in school. Child Development, 65, 493–506. Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. In M. Gunnar & L. A. Sroufe (Eds.), Minnesota Symposium on Child Psychology (Vol. 23, pp. 21–56). De Diana, I. P. F. (1991). Electronic study book platforms, Educational & Training Technology International, 28(4), 347-354. Dwech, C. S., & Elliott, E. S. (1983). Attributions and learned helpless. In P. H. Mussen (ed.). Handbook of Child Psychology, 4, 643-691. New York: John Wiley & Sons. Feldman, R. S. (2008). Essentials of understanding psychology. (7th ed.). NY: McGraw-Hill. Francis, A., Goheer, A., Haver-Dieter, R., Kaplan, A. D., Kerstetter, K., & Kirk, A. L. (2004). Promoting academic achievement and motivation: A discussion & contemporary issues based approach. Thesis submitted in partial fulfillment of the requirements of the Gemstone Program, University of Maryland, SC. Frederick, W. C. (1980). Instructional time. Evaluation in Education, 4, 117-118. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 49–109. Good, T. L. & Brophy, J. E. (1984). Looking in classrooms. New York: Harper & Row. Gredler, M. (1996). Educational games and simulations: A technology in search of a paradigm. In D. Jonassen, (ed.). Handbook of research for educational communications and technology. New York: Macmillan. Guskey, T. R. (2007). Multiple sources of evidence: An analysis of stakeholders' perceptions of various indicators of student learning. Educational Measurement: Issues and Practice, 26(1), 19-27. Hattie, J., & Anderman, E. (2013). International guide to student achievement. New York: Routledge. Hawis, G. R., & Hawes, L. S. (1982). The concise dictionary of education. New York: Van Nor Strand Rein Hold Company. Heider, F. (1958). The psychology of interpersonal relations. New York: John Wiley & Sons. Huang, C. (2015). Academic achievement and subsequent depression: A meta-analysis of longitudinal studies. Journal of Child & Family Studies,24(2), 434-442. Issa, N., Schuller, M., Santacaterina, S., Shapiro, M., Wang, E., Mayer, R. E., & Da Rosa, D. A. (2011). Applying multimedia design principles enhances learning in medical education. Medical Education, 45, 818–826. Jensen, E. (1997). Completing the puzzle: The brain-compatible approach to learning (2nded.). Del Mar, CA: The Brain Store. Keller, J. M. (1983). Motivational design of instruction. In C. M. Reigeluth (ed.). Instructional Design Theories and Models: An Overview of Their Current Status, 383-434. Lancaster, F. W. (1989). Library trends. Electronic Publishing,37, 316-325. Maehr, M. L., & Meyer, H. A. (1997). Understanding motivation and schooling: Where we've been, where we are, and where we need to go. Education Psychology Review, 9, 371-409. Marks, H. M. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American Educational Research Journal, 37, 153–184. Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. Alexandria, VA : Association for Supervision and Curriculum Development. Marzano, R. J. (2001). Designing a new taxonomy of educational objectives. Thousand Oaks, CA: Corwin. Maslow, A. H. (1970). Motivation and personality. (2nd ed.). New York, NY: Harper and Row. Mayer, R. E. (2005). The Cambridge handbook of multimedia learning. New York: Cambridge University Press. Mayer, R. E. (2009). Multimedia learning. (2nd ed.). New York: Cambridge University Press. McClelland, D. C., Atkinson, J. W., Clark, R. A., & Lowell, E. L. (1953). The achievement motive. New York: Appletion. McClelland, D. C. (1985). How motives, skills, and values determine what people do. American Psychologist, 40, 812-815. McCombs, B. L. (2000). Reducing the achievement gap. Society, 37(5), 29-39. McKeachie, W. (1986). Teaching tips: A guidebook for the beginning college teacher. Boston, MA: D.C. Heath. McKeachie, W. J., Pintrich, P. R., & Lin, Y. (1985). Teaching learning strategies. Educational Psychologist, 20, 153-160. Miserandino, M. (1996). Children who do well in school: Individual differences in perceived competence and autonomy in above-average children. Journal of Education Psychology, 88, 203-214. Murray, H. A. (1938). Explorations in personality: A clinical and experimental study of fifty men of college age. New York: Oxford University Press. O'Donnell, A. M., Reeve, J., & Smith, J. K. (2007). Education psychology: Reflection for action. Hoboken, NJ: John, Wiley & Sons, Inc. Peters, M. (2009). The influence of classroom climate on student's mathematics self-efficacy and achievement: A multi-level analysis. Unpublished dissertation, George Washington University, Columbia. Pintrich, P. R. (1986, April). Motivation and learning strategies interactions with achievement. Paper presented at the American Educational Research Association Convention, San Francisco, California. Pintrich, P. R., Smith, D. A., & McKeachie, W. J. (1989). A manual for the use of the motivated strategies for learning questionnaire (MSLQ) (Technical Report No. 91-B-004). Ann Arbor, MI: The University of Michigan, National Center for Research to Improve Postsecondary Teaching and Learning. Reeve, J. (2006). Extrinsic rewards and inner motivation. Handbook of classroom management: Research, practice, and contemporary issues. Mahwah, NJ: Erlbaum. Reynolds, W. M., Miller, G. E., & Weiner, I. B. (2003). Handbook of psychology. New York: Wiley. Romney, P. (2003). Closing the achievement gap? Five questions every school should ask. Independent School, 62, 30-52. Scott, W., & Ytreberg, L. H. (1990). Teaching English to children. London: Longman. Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: Theory, research, and applications (3rd ed.). Upper Saddle River, NJ: Merrill/ Prentice Hall. Skinner, E. A., Wellborn, J. G., & Connell, J. P. (1990). What it takes to do well in school and whether I've got it: The role of perceived control in children's engagement and school achievement. Journal of Educational Psychology, 82, 22–32. Slavin, R. E. (2012). Educational psychology: Theory and practice. (10th ed.). New Jersey: Pearson. Small, R. V. & Gluck, M. (1994). The relationship of motivational conditions to effective instructional. Educational Technology, 36(8), 33-40. Sprenger, M. (2002). Becoming a wiz at brain-based teaching: How to make every year your best year. Thousand Oaks, CA: Corwin Press. Sung, E., & Mayer, R. E. (2013). Online multimedia learning with mobile devices and desktop computers: An experimental test of Clark's methods-not-media hypothesis. Computers in Human Behavior, 29(3), 639-647. Stipek, D. (1995). Effects of different instructional approaches on young children's achievement and motivation. Child Development, 66(1), 209-223. Tileston, D. W. (2000). Ten best teaching practices: How brain research, learning styles, and standards define teaching competencies. Thousand Oaks, CA: Corwin Press. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Weiner, B. (1979). A theory of motivation for some classroom experiences. Joural of Educational Psychology, 71, 3-25. Weiner, B. (1985). An attribution theory of achievement motivation and emotion. Psychological Review, 92, 548-573. Wlodkowski, R. J. (1984). Motivation and teaching: A practical guide. Washington, DC: National Education Association. Wood, S. E. & Wood. E. G. (1996). The world of psychology. (2nd ed.). Boston, MA: Allyn and Bacon. Woolfolk, A. (2007). Educational psychology. (10th ed.). Boston, MA: Allyn and Bacon. Woolfolk, A. (2010). Educational psychology. (11th ed.). New Jersey: Pearson.
摘要: 
本研究旨在探討「電子書融入國中英語教學」對學生的英語學業成就及學習動機之影響。研究者以「電腦輔助教學」作為主要理論依據,並將教育部審定合格之電子教科書融入國中端英語教學現場,採多媒體輔助教學來設計教學活動,以比較傳統講述式教學法之成效。為瞭解「電子書融入教學法」運用於國中英語教學之適切性及其成效,本研究採取準實驗研究法中不相等控制組設計。研究者選取臺中市區某公立國中七年級兩班學生作為研究對象,其中一班為實驗組,接受「電子書融入教學法」之英語授課;另一班則為控制組,維持學生所習慣之「傳統講述式教學法」授課方式,不做任何實驗處理。教學實驗為期十二週,共七十二堂課,在此前後對兩組學生皆以實驗學校之校內英語定期評量之學業成就表現,作為本研究前、後測分析之依據。學生在前、後測所得之成績將以獨立樣本單因子共變數分析進行統計分析,藉以瞭解兩組學生在英語學業成就表現之差異。另外,本研究亦以「英語學習動機量表」為研究工具,以單組前、後測設計研究模式,進一步分析探究實驗組學生在實驗處理後,英語學習動機改變之情形。
歸納本研究之發現,所得結論主要有兩項:
一、實驗組學生在英語學業成就表現上有顯著提升。
二、實驗組學生在英語學習動機量表之表現上有顯著提升。
最後,根據上述結論,研究者提出幾項建議做為英語教學及未來進一步研究之參考。

The study aimed at examining the effects of eBook-integrated English teaching on junior high school students' English academic achievement and learning motivation. In order to testify the adaptability and the effectiveness of eBook-integrated English teaching in the English teaching field in junior high school, the researcher not only applied the principles of computer-assisted language learning (CALL) as the main methodical pedagogy but also incorporated the e-Book which was censored by the government. Adopting the nonequivalent control group design in the quasi-experiment, samples in this study were seventh graders selected from two classes in a municipal junior high school in Taichung city. One of the classes was represented as the experimental group, while the other was as the control group. Students in the experimental group were taught based on the pedagogy of eBook-integrated English teaching, and those in the control group received the typical didactic instruction. The experiment lasted for 12 weeks, with 72 teaching periods in total. With the students' academic achievements which were sectional examinations held by the experimental school as the instrument for the pretest and posttest, the students' scores on the sectional examinations were analyzed by one-way ANCOVA, independent samples to distinguish the differences of students' academic performance in two groups. The posttest scores of the experimental group and the control group showed significant differences. In addition, the students in the experimental group also took the pretest and the posttest in the scale of motivation for learning English in order to analyze the differences after the experiment.
The findings revealed that the effects of eBook-integrated English teaching on junior high school students' English academic achievement and learning motivation are significantly positive; students who received eBook-integrated English teaching have better academic achievement in the sectional examination, and they also have better learning motivation in the scale of motivation for learning English.
Based on the results of the study, the researcher also provided some recommendations for English teachers and future studies.
URI: http://hdl.handle.net/11455/93284
Rights: 同意授權瀏覽/列印電子全文服務,2018-07-09起公開。
Appears in Collections:教師專業發展研究所

Files in This Item:
File Description SizeFormat Existing users please Login
nchu-104-7102082001-1.pdf1.7 MBAdobe PDFThis file is only available in the university internal network    Request a copy
Show full item record
 

Google ScholarTM

Check


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.