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    题名: 網路使用與英語學習因素之相關性研究 : 以八年級學生為例
    其它题名: The study of the use of internet and english learning : an analytical case of eighth grade students
    作者: 吳思傑;Wu, Szu-Chieh
    贡献者: 淡江大學教育科技學系碩士班
    鍾志鴻;Chung, Chih-Hung
    关键词: E-Learning;English learning;learning factors;PLS-SEM;英語學習;偏最小平方法結構方程式;學習因素
    日期: 2017
    上传时间: 2018-08-03 14:38:26 (UTC+8)
    摘要:   本研究為了探討八年級學生在未受任何條件限制,自由探索網際網路的情況下與各英語學習因素之關係的相關性,並能藉由本研究之結果幫助日後英語學習科技教材之應用發展。本研究將針對英語學習型態的四個主要因素(英語學習行為、英語學習動機、英語學習興趣以及英語學習態度)與八年級學生之非課業目的之網路自由瀏覽使用程度組別利用問卷進行量化研究,並採用偏最小平方法結構方程式模組來探討各因素之間的關係。本研究經統計分析後之結果得出以下結論:
    1. 本研究所建立之統計分析模組得應用於英語學習相關之研究。
    2. 網路使用時間與英語各學習因素間之關係有相關性。
    3. 在不同組別分析中,皆顯示英語學習過程裡,英語的學習態度是提升學習動機的關鍵。
    4. 輕量組與一般組中,英語學習態度是提高英語學習行為的關鍵;重度組中學習動機則是增強學習行為的重要因素。
      本研究最後依據以上結論提出給課程設計者及未來相關研究者之建議。
      The purpose of this study is to explore the relationships between each students’ English learning factors without limitations of surfing on the Internet. Moreover, the result of this study could help to develop English learning technology instructions. The study conducted the quantitative research on exploring the relationships between eighth grade students’ four major factors, such as English learning behaviors, learning motivation, learning interest, and learning attitude, among three groups depended on their uses of the Internet. The data were analyzed by using Partial Least Squares Structural Equation Modeling (PLS-SEM) to discuss the relationships between each factor. Based on the results of this study, this study presented the following conclusions:
    1. The theoretical model proposed by this study could be used to discuss eighth grades students’ English learning behaviors.
     2. There is a correlation between the use of the Internet and the learning factors in English.
     3. In different group analysis, all of groups showed English learning attitude is the key to improve learning motivation.
     4. In the light group and the general group, the English learning attitude is the key to improve the English learning behavior; however, the learning motivation in the severe group is an important factor to enhance the learning behavior.
      To sum up, this study based on the above conclusions presented some recommendations for the curriculum designers and prospective researchers.
    显示于类别:[教育科技學系暨研究所] 學位論文

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