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研究生: 黃美芳
Huang, Mei-Fang
論文名稱: 運用 Duolingo App 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
Self-regulated Language Learning through Duolingo App: A Case Study of American High School Students
指導教授: 洪榮昭
Hong, Jon-Chao
口試委員: 蔡雅薰
Cai, Ya-Xun
林建宏
Lin, Jian-Hong
口試日期: 2021/06/10
學位類別: 碩士
Master
系所名稱: 華語文教學系海外華語師資數位碩士在職專班
Department of Chinese as a Second Language_Online Continuing Education Master's Program of Teaching Chinese as a Foreign Language
論文出版年: 2021
畢業學年度: 109
語文別: 中文
論文頁數: 112
中文關鍵詞: 電腦輔助語言學習行動輔助語言學習多鄰國應用軟體自我調控學習外語焦慮自我信心
英文關鍵詞: CALL, MALL, Duolingo App, Self-regulated learning, Foreign language anxiety, Self-confidence
研究方法: 調查研究
DOI URL: http://doi.org/10.6345/NTNU202100988
論文種類: 學術論文
相關次數: 點閱:488下載:66
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  • 因應新冠肺炎疫情,許多第二語言教師開始正視利用線上學習資源以加強學生在課堂外的自我調控學習(self-regulated learning)。學生自主學習能力被認為是數位時代的關鍵能力之一,對獨立和終身學習起至關重要的作用。外語教師如何透過科技輔助第二語言學習,培養並提升學生自我調控學習能力成為重要議題。本研究主要探討高中生使用Duolingo App後,對自我調控學習能力之實現程度。其次探討運用Duolingo App作為第二語言輔助學習,外語學習焦慮對自我調控學習之影響。最後探究高中生在使用Duolingo App後,是否能增強應用Duolingo App學習第二語言的自我信心。

    本研究以美國高中9-12年級184位,選修中文、日文或西班牙文的第二語言學習者為研究對象,進行為期八週的實驗。八週後收集Duolingo學生進度追踪數據以及問卷調查資料,隨後使用IBM SPSS 23.0 統計軟體及結構方程式VisualPLS 1.04b軟體進行量化研究分析。根據資料分析結果,(1)高中生使用Duolingo App作為第二語言輔助學習,學習者每週至少會抽出一天多的時間完成每週75點的目標點數。高中生使用Duolingo App後,自我調控學習能力屬於中等稍高水平。(2)外語學習焦慮對自我調控學習具負面影響,並且達到顯著水準。(3)高中生使用Duolingo App後,能增強應用Duolingo學習第二語言的自我信心。本研究結果提供語言應用軟體設計以及未來學術研究之參考。

    In response to the COVID restrictions in school education, second language teachers have attempted to use online learning resources to enhance students' self-regulated learning outside the classroom. Student’s ability in self-regulated learning is one of the key competences in the digital age which plays a vital role towards independent and lifelong learning. It has become important for foreign language teachers to cultivate and improve students’ self-regulated learning ability through computer or mobile assisted language learning (CALL/ MALL). This study investigates the extent to which high school second language students can achieve self-regulated learning by utilizing the Duolingo App. The study further examines how foreign language learning anxiety affects self-regulated learning, and if students' self-confidence in learning a second language with Duolingo is enhanced after using the Duolingo App.

    The participants comprised 184 American high school students enrolled in Chinese, Japanese, or Spanish who were tested during an eight-week period. Data was collected through the participants’ progress tracking records from Duolingo Classrooms and a survey for quantitative analysis. The findings were analyzed using IBM SPSS 23.0, and a model was examined with VisualPLS 1.04b Partial Least Squares Structural Equation Modeling.
    The results showed that the participants spent at least one day a week to complete the target of 75 points a week. The survey results revealed the self-regulated learning level for the participants was at the moderate-to-high level. There is a negative and significant correlation between foreign language learning anxiety and self-regulated learning. There is a positive and significant correlation between self-regulated learning and self-confidence in second language learning.

    目 次 謝 誌 i 目 次 iv 表 次 vii 圖 次 ix 第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的與研究問題 3 一、研究目的 3 二、研究問題 3 第三節 重要名詞釋義 4 一、電腦輔助語言學習 4 二、行動輔助語言學習 4 三、多鄰國應用軟體 4 四、自我調控學習 5 五、外語焦慮 5 六、自我信心 6 第四節 研究範圍與限制 6 一、研究範圍 6 二、研究限制 7 第五節 華語文課程研究場域 8 第二章 文獻探討 11 第一節 電腦與行動輔助語言學習 11 一、電腦輔助語言學習 11 二、行動輔助語言學習 13 第二節 華語文數位學習與應用軟體 17 第三節 Duolingo App 相關研究 23 第四節 自我調控學習理論相關研究 30 一、自我調控學習與自我導向學習之區辨 30 二、自我調控學習理論 32 第五節 外語焦慮 35 第六節 自我信心 37 第三章 研究設計與實施 41 第一節 研究架構、研究假設與問題 41 第二節 Duolingo App華語文教室設計 43 一、Duolingo App介紹 43 二、Duolingo App 華語文學習 51 第三節 研究流程與實施步驟 68 第四節 問卷調查設計 69 一、學生基本資料 69 二、預備思考:計劃與啟動 70 三、執行:監控與控制 71 四、評估:反思與反應 71 五、外語學習焦慮 72 六、應用Duolingo 學習外語的自我信心增強 73 第五節 資料處理與分析方法 73 一、敘述性統計分析 74 二、題項分析 74 三、構面信度與效度分析 74 四、構面區別效度分析 75 五、差異化分析 75 第四章 研究結果分析與討論 77 第一節 研究結果分析 77 一、敘述性統計分析 77 二、題項分析 82 三、構面信效度分析 85 四、構面區別效度分析 86 五、差異化分析 87 第二節 結構模型檢定與假設驗證討論 91 一、路徑分析 91 二、模型解釋能力 91 三、研究假設驗證討論 93 第五章 結論與建議 97 第一節 研究結論 97 一、高中生使用Duolingo App 後,自我調控學習能力為中等稍高水平 97 二、高中生運用Duolingo App作為第二語言輔助學習,外語學習焦慮對自我調控學習具負向影響 97 三、高中生使用Duolingo App 後,能增強應用Duolingo學習第二語言的自我信心 98 第二節 研究貢獻 98 一、對應用軟體設計與學術研究之貢獻 98 二、對第二語言教師之貢獻 98 三、對學習者之貢獻 99 第三節 建議 99 參考文獻 101 一、中文文獻 101 二、英文文獻 103 附錄 111

    參考文獻
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    (三)其他研究報告或論文
    Blanco, R.M., & Florez, L.P. (2019). Using the Duolingo app to enhance student self-regulation: A case study of a1 group developing self-monitoring strategy through mobile learning. University of Norte, Colombia. Retrieved from http://manglar.uninorte.edu.co/bitstream/handle/10584/8630/137540.pdf?sequence
    Coe, R. (2002). It's the effect size, stupid: What effect size is and why it is important. Paper presented at the Annual Conference of the British Educational Research Association, University of Exeter, England.
    Davies, G., Walker, R., Rendall, H., & Hewer, S. (2011). Introduction to new technologies and how they can contribute to language learning and teaching (CALL). Module 1.1 in Davies G. (ed.) Information and Communications Technology for Language Teachers (ICT4LT), Slough, Thames Valley University [Online]: http://www.ict4lt.org/en/en_mod1-1.htm
    Euis, S., Kusmawan, U., & Patras, E. (2020). Relationship of emotional intelligent and self-confidence with students' self-regulated learning. Paper presented at the Conference of International Conference on Innovation in Education and Pedagogy (ICIEP) 2020, Indonesia.
    Fitriyani (2018). Analyzing Duolingo as computer-assisted language learning (CALL) in as-sisting language autonomous learner. State Institute For Islamic Studies (IAIN). Salati-ga, Indonesia.
    Harris, S. (2009). The relationship between self-esteem and academic success among African American students in the minority engineering program at a research extensive university in the southern portion of the United States. Doctoral Dissertation. Louisiana State University
    Park, H., & Lee, A. (2006). L2 learners anxiety self confidence and oral performance. Kunsan National University and Concordia University. Retrieved from: http://www.paaljapan.org/resources/proceedings/PAAL10/pdfs/hyesook.pdf
    Richard, M. (2016). Building virtual learning communities: A qualitative study of an online community of practice on the language-learning website Duolingo. University of Oulu, Finland.
    Sharples, M., Taylor, J., & Vavoula, G. (2005). Towards a theory of mobile learning. Mobile technology: The future of learning in your hands. Mlearn 2005 Conference Proceedings. Cape Town, South Africa
    Skinner, B. R. (2013). The relationship between confidence and performance throughout a competitive season. All graduate plan B and other reports. 285. Utah State University. https://digitalcommons.usu.edu/gradreports/285
    Triquet, K., Peeters, J., & Lombaerts, K. (2017). Self-regulated learning online: benefits, empirical foundations, multi-level, and multi-modal promotion & evaluation thereof for teacher professional development. Contributing SRL Part to Teach-UP. A policy experimentation co-funded by Erasmus+. Deliverable D1.1: Gaps in ITE and CPD provision report. Department of Educational Sciences, Vrije Universiteit Brussel.
    Tsai, C. (2016). The role of Duolingo in foreign language learners’ autonomous learning. The Asian Conference of Language Learning 2016, Taipei, Taiwan.
    Vesselinov, R., & Grego, J. (2012). Duolingo effectiveness study. City University of New York & University of South Carolina, USA.
    Zhang, X. (2018). Exploration of using MALL to help English learners in China overcome foreign language anxiety and improve their English communicative competence. University of Alberta, Canada.
    (四)網路
    ACTFL proficiency guidelines. Retrieved from https://www.actfl.org/resources/actfl-proficiency-guidelines-2012
    Ahn, V. L. (2011). Duolingo - the next chapter in human computation, TEDxCMU 2011. Retrieved from: https://www.youtube.com/watch?v=cQl6jUjFjp4
    Best apps for learning mandarin Chinese: We’ve tried them. Retrieved from https://www.alllanguageresources.com/best-apps-learn-chinese/
    Blanco, C., & Reidler, V. (2020). Educator and parent guide: Making the most out of staying at home. Retrieved from: https://blog.duolingo.com/educator-and-parent-guide-making-the-most-out-of-staying-at-home/
    Burgess, S., & Sievertsen, H. H. (2020). Schools, skills, and learning: The impact of COVID-19 on education. Retrieved from VoxEU.org website: https://voxeu.org/article/impact-covid-19-education
    DoDEA world language standards. Retrieved from https://www.dodea.edu/Curriculum/foreignLanguage/upload/CCRS-WL-FINAL-web_quality.pdf
    Duolingo guide for leaders in education. Retrieved from: https://duolingo-data.s3.amazonaws.com/s3/schools/active/Duolingo_for_Schools_Guide.pdf
    Duolingo website. Retrieved from: https://www.duolingo.com/
    Duolingo Schools website. Retrieved from: https://schools.duolingo.com/
    Google Play store. Retrieved from: https://play.google.com/store/apps/details?id=com.hellochinese
    O’Conor, L. (2014). Duolingo creator: 'I wanted to create a way to learn languages for free.' Education. The Guardian. Retrieved from: https://www.theguardian.com/education/2014/aug/27/luis-von-ahn-ceo-duolingo-interview
    Pew research center internet, technology. Retrieved from: https://www.pewresearch.org/internet/fact-sheet/mobile/
    UNESCO: Covid-19 school closures around the world will hit girls hardest. Retrieved from: https://en.unesco.org/news/covid-19-school-closures-around-world-will-hit-girls-hardest
    Wolcott, M. (2008). What is web 2.0? Retrieved from: https://www.cbsnews.com/news/what-is-web-20/

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