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研究生：	霍淑湄 Fok Suk Mei
論文名稱：	平板電腦在台灣國中英語單字教學的應用 Applying Tablet PCs to English Vocabulary Teaching and Learning in Taiwan Junior High School
指導教授：	陳浩然 Chen, Hao-Jan
學位類別：	碩士 Master
系所名稱：	英語學系 Department of English
論文出版年：	2008
畢業學年度：	96
語文別：	英文
論文頁數：	132
中文關鍵詞：	平板電腦、英語單字教學
英文關鍵詞：	Tablet PC, English Vocabulary Teaching and Learning
論文種類：	學術論文
相關次數：	點閱：349 下載：51
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現今行動學習運用於教育上已成為一項趨勢，行動學習有許多優點，而平板電腦是現今最受歡迎的行動輔具之ㄧ，但在過去的研究中，鮮少有人把平板電腦運用於英文單字教學上，故本研究在檢驗平板電腦在台灣國中英文單字教學上的效用。本研究的目的有二:(1)檢驗台灣國中生透過平板電腦來學習英文單字，在英文單字學習上的成效如何。(2)調查台灣國中生對於使用平板電腦學習英文單字的心得。研究中邀請了共六十三位來自台北市中崙國中七年級的學生參與本實驗。實驗組有三十二人;而控制組有三十一人。實驗時間為十二節課。兩組學生皆需接受前測，前測內容為四課單字的選擇及填空題。前測結果為這兩組在選擇及填空題上實力都相當。接著實驗組使用平板電腦來學習單字;而控制組則使用傳統紙筆的方法來學習單字。每課單字使用三節課來教學。實驗結束，兩組均需接受後測。另實驗組需填寫一份問卷，最後，研究者從實驗組中找出兩男兩女來作訪談。
研究結果顯示：兩組在後測的選擇及填空題上均無明顯差異，但實驗組在後測的選擇及填空題，與前測比較均有顯著進步;控制組則只有填空題有顯著進步。本研究有以下幾項結論:(1)平板電腦能引起學生學習英語的興趣及對英語學習有幫助。(2)平板電腦除單字教學以外，亦可運用於其他方面的英語教學。(3)老師可以使用其他行動輔具或科技產品來教英語。(4)在使用各項行動輔具或科技產品來教學前，老師要先熟悉該項工具，且學校要多給予老師硬體及軟體上的支援。

Applying mobile devices to education becomes a trend nowadays and there are many advantages about mobile learning. A Tablet PC is one of the most popular mobile devices in the world now, but there were few studies on applying Tablet PCs to English vocabulary teaching and learning before. So the aim of this study was to examine the effect of applying Tablet PCs to English vocabulary teaching and learning in Taiwan junior high school. There were two purposes in this study: (1) To examine the gain made in Taiwan junior high school students’ vocabulary learning by applying Tablet PCs to English vocabulary teaching. (2) To investigate Taiwan junior high school students’ perceptions of using Tablet PCs during English vocabulary teaching and learning. The participants were sixty-three, seventh grade students from Zung Lung Junior High School. There were thirty-two students in the experimental group and there were thirty-one students in the control group. The duration of the experiment was twelve sessions. The two groups took the pre-test before the study. There were no significant differences between the two groups both in the multiple-choice questions and the cloze questions in the pre-test. Then the experimental group used Tablet PCs to learn vocabulary, while the control group used paper and pens to learn vocabulary. The teacher spent three sessions teaching the words in one lesson. After the study, the two groups took a post-test. Then the experimental group had to finish a survey. Finally, the researcher chose two girls and two boys from the experimental group to interview.
There were no significant differences between the two groups both in the multiple-choice questions and cloze questions in the post-test. But the experimental group had significant improvement both in the multiple-choice questions and cloze questions. The control group only had significant improvement in the cloze questions. There are four conclusions of this study: (1) A Tablet PC can motivate students to learn English and it is helpful for students in learning English. (2) Teachers can use Tablet PCs to teach other aspects of English. (3) Teachers can use other mobile tools or technological equipments to teach English. (4) Teachers have to get familiar with the tools they use before teaching and schools should give teachers support with both hardware and software.

TABLE OF CONTENTS

CHINESE ABSTRACT…………………………………………………….……….i

ABSTRACT………………………………………………...……………..………..ii

ACKNOWLEDGEMENTS…………………………….…….. …………..……….iii

TABLE OF CONTENTS………………………..………………………….………iv

LIST OF TABLES………………………………………………………….………vii

LIST OF FIGURES……………………………………………….………...……..viii

CHAPTER ONE  INTRODUCTION
1    Background and Motivation………………………………….………..………1
2    Purpose…………………………………………………………………..…….5
3    Definition of Terms………………………………………………………..…..6
4    Organization…..…………………………………………….……………..….11

CHAPTER TWO  LITERATURE REVIEW
1 Research on Applying Mobile Devices to Non-language Teaching and
Learning……..………………………………………………….…..………....13
1.1 Research on Applying Mobile Phones to Non-language Teaching and
Learning……………..….……………………………………………..14
1.2 Research on Applying PDAs to Non-language Teaching and
Learning………………….………………………………………….…15
1.3 Research on Applying Tablet PCs to Non-language Teaching and
Learning………………….…………………………………………….18
2 Research on Applying Mobile Devices to Language Teaching and
Learning……………………………………………………………………..….21
2.1 Research on Applying Mobile Phones to Language Teaching and
Learning…….………………………………………………….……….21
2.2 Research on Applying PDAs to Language Teaching and Learning…..…..22
2.3 Previous Research on Applying Tablet PCs to Language Teaching and Learning…………………………………………………………..……24
3 Research on the Advantages of Mobile Learning…………………………..…..26
4 Research on CALL in Vocabulary Teaching and Learning…………….….….…29
5 Research on Tablet PCs in Vocabulary Teaching and Learning……………..…..32
6 Research Questions…………………………………………………………..….33

CHAPTER THREE  METHODOLOGY
1    Participants…………………………………………………………………....34
2    Instruments…………………………………………………………………....35
2.1 Pre-test………………………………………………………………...35
2.2 Software Program: Visual Classroom………………………………….35
2.3 Platform: Moodle……………………………………………………...36
2.4 Software Program: Hot Potatoes……………………………………….36
2.5 Post-test..……………………………………………………………....36
2.6 Questionnaire……………………………………………………….…37
2.7 Interview ……………………………………………………………...38
3    Procedures……………………………………………………………………..39
3.1 Pre-test………………………………………………….……………..40
3.2 The Experimental Group and the Control Group……………………..40
3.3 Post-test……………………………………………………………….51
3.4 Questionnaire.…….………………………………………………..….52
3.5 Interview………………………………………………………………52
3.6 Data Analysis………………………………………………………….53
4    Data Analysis……..…………………………………………………………...53
4.1 Pre-test…………………………………………………..…………….53
4.2 Post-test…………………………………………………..…………...54
4.3 Questionnaire……………………………………………..…………..54
4.4 Interview…………………………………………………..………….55

CHAPTER FOUR  RESULTS
1    Results of the Pre-test and the Post-test…………………………….………….57
2    Results of the Questionnaire………………………………………….………..61
2.1  5-point Likert Scale Questions about Students’ Satisfaction with Tablet PCs..……………………………………….…………………………..61
2.2  5-point Likert Scale Questions about Students’ Motivation to Learn English because of Tablet PCs.……….……………………………….63
2.3  5-point Likert Scale Questions about Difficulties of Using Tablet PCs.64
2.4  Multi-multiple-choice Questions about Students’ Satisfaction with Tablet PCs..…………………………………………………………..65
2.5   Multi-multiple-choice Questions about Difficulties of Using Tablet PCs..………………………………………………………………….69
2.6   Multi-multiple-choice Questions about the Future Use of Tablet PCs in English Teaching …………………………………………….70
2.7   Open-ended Questions ………………………………………………72
3  Results of the Interview………………………………………………………..75

CHAPTER FIVE  DISCUSSION
1  The Gain of the Two Groups’ Vocabulary Learning …………………………..78
2  The Perceptions of the Experimental Group…………….……………………..81
2.1 The Perceptions of the Experimental Group in the Questionnaire………..81
2.2 The Perceptions of the Experimental Group in the Interview………….…89

CHAPTER SIX  CONCLUSIONS
1    Summary of the Findings………………………………………………………91
1.1  The Gain of the Two Groups’ Vocabulary Learning………………..…91
1.2    The Perceptions of the Experimental Group……………………...…..92
2  Pedagogical Implications………………………………………………………94
3  Limitations of the Thesis…………………………………………………..…..95
4  Suggestions for Future Research…………………………………………..…..97

REFERENCES……………………………………………………………………….98

APPENDICES
Appendix A  English Book One  Lesson Three  Worksheet of Vocabulary…….103
Appendix B  PowerPoint of Making Sentences for L4 Vocabulary…………….....106
Appendix C  English Book One Lesson Five Worksheet of Making Sentences…..107
Appendix D  L6 Vocabulary Test…………………………………………….….108
Appendix E-1  Pre-test of Multiple-choice Questions………………………….…112
Appendix E-2  Pre-test of Cloze Questions…………………………………….….115
Appendix F-1  Post-test of Multiple-choice Questions…………………………....116
Appendix F-2  Post-test of Cloze Questions………………………………………119
Appendix G  Questions of Survey…………………………………………………120
Appendix H  Questions of Interview………………………………………………123


LIST OF TABLES
Table
Means of the Participants’ Pre-test & Post-test……………………………… ...58
Independent Samples T-test Results of the Participants’ Pre-test & Post-test ….59
Paired Samples T-test Results of the Participants’ Pre-test & Post-test.……….. 60
Means of Students’ Satisfaction with Tablet PCs……………………………..…62
Percentages of Students’ Satisfaction with Tablet PCs………………………..…62
Means of Students’ Motivation to Learn English because of Tablet PCs…….....64
Percentages of Students’ Motivation to Learn English because of Tablet PCs.....64
Means of Difficulties of Using Tablet PCs..……………………………………..65
Percentages of Difficulties of Using Tablet PCs..………………………………..65
Percentages of Multi-multiple-choice Question A about Students’ Satisfaction
with Tablet PCs.…………………………………………………….…………...66
Percentages of Multi-multiple-choice Question A about Students’ Reasons for Satisfaction with Tablet PCs……………………………………………………67
Percentages of Multi-multiple-choice Question B about Students’ Satisfaction
with Tablet PCs.…………………………………………………………………68
Percentages of Multi-multiple-choice Question B about Students’ Reasons for Satisfaction with Tablet PCs……………………………………………………68
Percentages of Multi-multiple-choice Question A about Difficulties of Using
Tablet PCs...…..…………………………………………………………………..69
Percentages of Multi-multiple-choice Question B about Difficulties of Using Tablet PCs………………………………………………………………………...70
Percentages of Multi-multiple-choice Question about the Future Use of Tablet PCs in English Teaching…..………….……………………………………………….72
Percentages of Open-ended Questions about Students’ Thought about Using Tablet PCs in English Vocabulary Teaching……………………………………………..74
Percentages of Open-ended Questions about the Future Use of Tablet PCs in English Teaching………..……………………………………………………..…75

LIST OF FIGURES

Figure
Tablet PC……………………………………………………………………………………… .6
Visual Classroom………………….………………………………………………7
Moodle…………………………….………………………………………………8
Hot Potatoes……………………….………………………………………………9
Interactive Whiteboard…………….…………………………………………..…10
Flowchart of the Procedure………….…………………………………………...39
Sending a Message to Students through Visual Classroom……………………....42
Opening a Chatroom for Students to Ask Questions or Share their Opinions…...42
Broadcasting One Group’s Screen to the Other Groups………………………....44
Five Questions of JCross in Hot Potatoes………………………………………...45
Five Questions of JMatch in Hot Potatoes………………………………………..46
Five Questions of JCloze in Hot Potatoes………………………………………...46
Five Questions of JQuiz in Hot Potatoes…………………………………………47
One Question of JMix in Hot Potatoes……………………………………………47
One Student’s Score and Time of the Test on Moodle……………………………48
Showing the Right Answer of Each Item on Moodle…………………………….48
The Participants, Time and Scores of the Test on Moodle………………………..49
The Statistics Data such as Correct Facility on Moodle…………………………..49
Means of the Multiple-choice questions…………………….……………..……..78
Means of the Cloze Questions…………………………………………………….78

                                

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