以FaceBook進行兒童英文課後輔導之研究

Abstract

今天台灣英文教育環境仍面臨許多困境，包含學習環境的限制，使學生接觸英文的時間相當短暫，僅限於課堂活動的時間，利用網路平台增加學生學習英文的時間已經成為未來的教學趨勢，而諸多研究發現利用網路合作學習及網路輔導學習對於提升學生之學習動機皆有明顯的成效，所以本研究以網路社群平台－Facebook作為研究的工具，而英文輔導教學活動以Mazman and Usluel(2010)提出的Facebook教育功能：溝通、合作、分享做為設計課程活動的理論。 本研究目的主要有三：了解使用Facebook應用於教育的情況，透過實證了解學習者使用Facebook的學習動機，探討實施Facebook輔導教學的學習成效。研究方法採取準實驗研究法設計。研究對象為某連鎖補習班六十位學生，細分為兩組，各為三十人。研究時間為期六週。研究工具包括英文成效測驗卷、學生學習動機問卷、英文輔導學習之教案與教材。資料處理與分析採量化的方式，本研究分別在教學後，兩組學生進行英文學習動機量表的問卷調查與英文成效測驗。並於課程實施後將學習動機量表、成效測驗之總分，以SPSS軟體進行處理，研究結果顯示出透過Facebook學習後，學習情況分析結果，外在學習動機的影響高於內在學習動機，而在學習成效上Facebook輔導組也顯著優於傳統教室輔導組。In today’s Taiwan, the study environment in English education still faces many difficulties. Students do not have enough stimulation from listening and conversing in English, since the use of English is only limited to in-class. The use of internet network platforms can be applied to increase the time which students can interact with English, poses as the current teaching trend. Also, study has found that the use of cooperative learning networks and online tutoring learning has significant successful results in increasing the motivation of students in learning. So, I will use the communal network platform – Facebook as a research tool. As for applying online tutoring, we can use the three educational functions provided by Facebook search model: Communication, Cooperation, and Sharing as variable options. This strategy is mentioned by Sacide Güzin Mazman, Yasemin Koçak Usluel(2010) in the article Modeling educational usage of Facebook. There are three main purposes of this research: to better understanding the feasibility of using social networks for education, using different angles to penetrate this research model, to get empirical verification of students’ motivation from using network platforms to study, and to discuss the effectiveness of strategy implementing network platforms to aid teaching. This research method uses Quasi-experimental research of not equally distributed unit groups. the subjects of this study are 60 students from a chain of tutoring centers; they are evenly divided into two groups. Research time is six weeks. Also, research tools are test of English learning effectiveness, learning motivation questionnaire, and English teaching plans and materials of learning English guidance. Data processing and analysis are by quantitative approach. In this study,test of English learning effectiveness and learning motivation questionnaire are applied to both groups, before and after the lesson is finished. In addition, after the lesson, total score of both test and questionnaire are analyzed by SPSS software. In conclusion, result shows that facebook has impact on learning. For example, according to analysis of learning environment, the impact of facebook on extrinsic learning motivation is larger than intrinsic. Also, the impact of facebook on effectiveness of learning is greater than the traditional way of learning.