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研究生: 劉皓娟
Hao-Jyuan Liou
論文名稱: 探究虛擬實境英語詞彙學習之效應
The Effects of Virtual Reality Mediation on English Vocabulary Learning
指導教授: 曾文鐽
Tseng, Wen-Ta
學位類別: 碩士
Master
系所名稱: 英語學系
Department of English
論文出版年: 2013
畢業學年度: 101
語文別: 英文
論文頁數: 86
中文關鍵詞: 虛擬實境學習者投入程度英語詞彙學習
英文關鍵詞: virtual reality, learner involvement, English vocabulary learning
論文種類: 學術論文
相關次數: 點閱:215下載:30
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  • 幾十年來,以英語作為第二語言之詞彙學習研究,一直不斷地在發展當中。隨著電腦科技的進步,虛擬實境應用的研究越加受重視。雖然虛擬實境帶給我們相當多英語詞彙學習的機會,但同時亦面臨挑戰。其中,學習者之投入程度及雙人合作之學習,是兩個常在研究中討論的項目;不過,很少有學者同時研究這兩個因素對國小學童的影響。因此,本研究旨在探討學習者之投入程度及雙人合作之學習對國小學童於虛擬實境中英語詞彙之學習成效。本研究對象為新北市一所國小三年級的四個班級,每班皆學習二十個詞彙。四個班級分別接受四種不同的學習模式,包含三組虛擬實境實驗組如個人獨立學習組、雙人合作學習組、教師引導組與一組控制組。為了探究與比較因素間的影響,四組在學習單字前皆接受前測、學習後考立即後測、兩週後進行延宕後測,前後測結果以時間為組內因素和組別為組間因素來分析。研究發現:(一) 藉由虛擬實境學習,國小學童能有效地學習英語詞彙;(二) 學習者之投入程度越高,對詞彙學習越有助益;(三) 在學習者之投入程度相同時,個人獨立學習組與雙人合作學習組,在兩次後測成績中並無顯著差異。依此研究成果,提供教師在以英語作為第二語言之詞彙教學的一個參考:將虛擬實境軟體應用在課堂教學,有助於學習者投入程度之提升,亦提高學生詞彙學習的成效。

    Research on vocabulary learning in second language acquisition research has been mounting steadily for a number of decades. With the advancement of computer technology, though a recent surge of research on virtual reality learning has given us new opportunities, little empirical evidence has been gathered to support it. Learner involvement and pair work cooperation were two issues that drew attention but have seldom been investigated in one single study, especially at elementary school level. Therefore, the study investigated effects of the two factors on elementary school students' vocabulary acquisition. Four intact third-grade classes from an elementary school in New Taipei City participated in the study and learned twenty target words in four different modes including three experimental VR groups and one control group. In order to investigate the effectiveness of VR mediation and examine the effects of learner involvement and pair work cooperation on English vocabulary learning, four groups were presented as below: Individual VR Group, Paired VR Group, Teacher-centered VR Group, and Control Group. The results were analyzed across students' performances on the pretest, immediate posttest, and delayed posttest with time as a within-subjects factor and group as a between-subjects factor. The findings showed that (a) elementary school students could learn English vocabulary effectively through virtual reality mediation, (b) more learner involvement loads tended to yield better vocabulary growth and retention, and (c) with equal involvement loads, there was no significant difference between individual and pair work modes on two posttests. Hence, the study concluded that teachers should consider the use of VR technology and incorporate it into classroom instruction.

    CHINESE ABSTRACT i ABSTRACT ii ACKNOWLEDGEMENTS iii TABLE OF CONTENTS iv LIST OF TABLES vi LIST OF FIGURES vii CHAPTER ONE INTRODUCTION 1 Motivation and Background of the Study 1 Purposes of the Study 7 Research Questions of the Study 7 Significance of the Study 8 Definition of Terms 8 Organization of the Thesis 10 CHAPTER TWO LITERATURE REVIEW 11 The Vocabulary Knowledge 11 Learner Involvement 12 Learner Autonomy in Language Teaching and Learning 12 Involvement Load Hypothesis 15 The Pair Work Cooperation 17 The Virtual Reality Language Learning 19 The Multimedia Language Learning 19 The Computer-Assisted Language Learning---CALL applications 22 The Virtual Reality in Language Learning---VR applications 24 Summary of Chapter Two 27 CHAPTER THREE METHODOLOGY 28 Population and Participants 28 Instruments 29 Twenty target words 30 3D virtual reality computer program 32 Multiple choice tests 34 The Data Collection Procedure 36 Data Analysis Procedure 38 CHAPTER FOUR RESULTS AND DISCUSSIONS 39 Results 39 The Tendency of Time within Four Groups 40 Word Gains from VR Vocabulary Learning 43 Learner Involvement in VR Vocabulary Learning 46 Pair work Cooperation in VR Vocabulary Learning 47 Discussions 48 CHAPTER FIVE CONCLUSIONS 51 Summary of Major Findings 51 Pedagogical Implications 52 Limitations and Suggestions for Future Research 53 REFENRENCES 55 Appendix A The Lesson Plans 67 Appendix B Pretest 83 Appendix C Posttest 85

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