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|Other Titles: ||A study of a web-based shadowing instruction for middle school listening comprehension course|
|Authors: ||李智雯;Lee, Chin-Wen|
|Keywords: ||英語聽力理解;跟述策略;自我效能;English listening comprehension;shadowing;self-efficacy|
|Issue Date: ||2015-05-04 09:20:19 (UTC+8)|
三、 跟述策略對於英聽自我效能的改變，並不顯著。在六個構念中，唯有「生理狀態」結 果顯著，顯示跟述策略聽與錄的模式，會提升緊張感。
Shadowing is a strategy used for English language instruction. The purpose is to assist learners develop their listening and speaking abilities by immediately imitating pronunciation and intonation. Shadowing is one of the key training skills used in professional interpretation, but is rarely used in the teaching of English as a second language (ESL), particularly in the primary ESL teaching environment. The purpose of this research is to explore whether junior high school students can use shadowing strategies to improve their English language listening and self-efficacy. As part of the research, an open-source learning platform, MOODLE, was used to allow students to upload and download information and provide immediate feedback. The use of the shadowing strategies showed that students are able to improve their English language listening skills and increase their perceived self-efficacy.
This research has a quasi-experimental design. The participants are 60 eighth-grade junior high school students from two separate classes. One class had a traditional listening course, and the other used shadowing strategies in the class. The data collection was consisted of GEPT listening pre- and post-tests, pre- and post-test self-efficacy questionnaires, student activity sheets, recorded files, class observations, an English language learning attitude survey, and individual interviews. The data were analyzed quantitatively and qualitatively. The results showed that,
(1) Shadowing strategies helped improve English language listening comprehension.
(2) The students’ response to the use of the shadowing strategies was positive.
(3) The results of the English language listening self-efficacy questionnaire were not significant. Of the six constructs, only “the physiological state” was significant, as students had to speak out loud and record themselves at the same time.
Based on the results, some suggestions for including shadowing strategies in ESL listening instruction in junior high schools are given and advice provided about future research possibilities.
|Appears in Collections:||[教育科技學系暨研究所] 學位論文|
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