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    Title: 影片標註聽力複習系統輔助英語聽力訓練成效之有效行為模式研究
    Research on Mining Effective Behavior Patterns of the Video-Annotated Listening Review System to Support English Listening Training
    Authors: 蘇怡甄
    Su, Yi-Zhen
    Contributors: 陳志銘
    Chen, Chih-Ming
    蘇怡甄
    Su, Yi-Zhen
    Keywords: 英語聽力訓練
    英語聽力理解
    學習行為模式
    行為歷程分析
    滯後序列分析
    循序樣式探勘
    English listening training
    English listening comprehension
    learning behavior pattern
    behavior process analysis
    lag sequential analysis
    sequential pattern mining
    Date: 2019
    Issue Date: 2019-08-07 16:28:16 (UTC+8)
    Abstract: 隨著全球化的發展,英語已成為國際間交流的最主要溝通語言,而提升英語聽力對於促進溝通尤為重要。而電腦輔助語言學習已成為科技時代的語言學習趨勢,為英語學習者提供了新的學習方法。本研究發展「影片標註聽力複習系統」(Video-Annotated Listening Review System)以提供英語聽力學習者多元輔助學習功能,使得學習者得以依據自己的學習需求組合系統功能,進行英語聽力的訓練。然而,隨著系統的功能愈多元,學習者也愈難透過自己的後設認知能力全面掌握系統的各項功能,並組合出有效的學習模式輔助自身英文聽力的訓練。因此,本研究透過行為歷程分析技術-滯後序列分析與循序樣式探勘方法,進一步深入探索學習者使用系統進行英語聽力學習的過程,找出不同特質學習者對於各項系統功能使用的組織方式,從中探勘出不同特質學習者的有效學習行為模式。
    本研究採用單組前實驗設計研究,隨機選取臺北市某國立高中一年級共33名學生為研究對象,進行「影片標註聽力複習系統」輔以英語聽力訓練,並使用行為歷程記錄技術完整記錄每個學習者的系統操作行為,並以學習成效、英語聽力先備能力以及模糊容忍度作為背景變項,探討三種不同背景變項的學習者,在學習行為模式上是否具有顯著行為差異,以探勘出使用「影片標註聽力複習系統」輔以英語聽力訓練之有效之行為模式,作為促進使用者進行有效學習的參考。
    研究結果發現,整體高學習成效組別學習者會善用系統提供英文字幕來強化英語聽力,並且在英語聽力訓練的過程中,會先將不熟悉的單字加入單字列表清單內,待影片播放完後再回頭進行單字的中文意思查找,以強化不熟悉單字,並著重在聆聽較完整的內容後再進行複習。此外,高先備高學習成效組別學習者會先將不熟悉的片段進行標記,不急於馬上查詢不熟悉單字與立即進行該段落的即時複習策略。相對的,低先備高學習成效組別學習者則會頻繁透過雙語字幕的開關功能,以及「即時複習」的學習模式來輔助理解影片內容。最後基於研究結果,本研究提出系統改善與教學建議,以及未來可以繼續發展的研究方向。
    Along with the development of globalization, English has become the major communication language internationally. The promotion of English listening is especially important for facilitating communication. Computer-assisted language learning, being the language learning trend in the technology era, provides new learning methods for English learners. A “Video-Annotated Listening Review System” is developed in this study to provide English listening learners with multi-assisted learning functions so that learners could combine the system function according to the learning needs for the English listening training. Along with multiple functions of the system, learners could hardly comprehensively grasp various functions of the system and combine effective learning pattern through the meta-cognition ability to assist in the English listening training. With the behavior process analysis technology, lag sequential analysis and sequential pattern mining, this study intends to deeply explore the process of learners using the system for English listening learning, find out the organization method of learners with different personality for using various system functions, and mine the effective learning behavior patteren of learners with different personality.
    With single-group pre-experimental research, 33 G10 students in a senior high school in Taipei City are randomly selected for the “Video-Annotated Listening Review System” assisted English listening training. Behavior process recording technology is also utilized for completely recording each learner’s system operation behaviors. Learning effectiveness, English listening prior ability, and tolerance of Ambiguity are regarded as the background variables to discuss the significant behavior differences in the learning behavior pattern among learners with the three background variables. It is expected to mine the effective behavior pattern with the “Video-Annotated Listening Review System” assisted English listening training as the reference for enhancing users’ effective learning.
    The research results reveal that learners with high learning effectiveness would well utilize the English caption provided by the system to reinforce the English listening. Besides, they would add unfamiliar vocabulary in the vocabulary list during the English listening training process and look up the Chinese meanings of such vocabulary after completing the video to reinforce the unfamiliar vocabulary. They stress on the review after listening the complete content. Furthermore, learners with high prior ability and high learning effectiveness would mark unfamiliar clips, but not immediately look up unfamiliar vocabulary and real-time review such clips. On the contrary, learners with low prior ability but high learning effectiveness would frequently use the switch function of bilingual captions and “immediate review” learning pattern for comprehending the video content. Based on the research result, suggestions for the system and teaching improvement and future research directions are proposed in this study.
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    Description: 碩士
    國立政治大學
    圖書資訊與檔案學研究所
    106155011
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G1061550111
    Data Type: thesis
    DOI: 10.6814/NCCU201900503
    Appears in Collections:[圖書資訊與檔案學研究所] 學位論文

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