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    Title: Difficulties encountered and strategies used by low-achieving learners of English in distance courses
    Other Titles: 英語低成就學生對遠距英語學習困難及因應策略之研究
    Authors: 許睿育;Hsu, Jui-Yu
    Contributors: 淡江大學英文學系碩士班
    王藹玲
    Keywords: 英語低成就學生;遠距課程;線上學習困難;線上學習策略;英語畢業門檻;Low-achieving learners of English;Distance courses;On-line learning difficulties;On-line learning strategies;English graduation benchmarks
    Date: 2012
    Issue Date: 2013-04-13 10:28:41 (UTC+8)
    Abstract: 本研究旨在於探討英語低成就學生在遠距課程中所面臨的學習困難及因應策略。近年來,國內大專院校逐步開始以設定英語畢業門檻來檢視學生的英語能力,而本研究對象為北區一所私立大學一百六十六位未能通過畢業門檻需進行補救教學的學生,並以Moodle線上平台作為進行為期十八週英語線上課程的媒介。此質性研究的資料蒐集來源為課堂觀察、討論區訊息、電子郵件、線上學習問卷以及訪談。
    研究結果顯示,英語低成就學生最常面臨以下五項線上學習困難:科技問題;英文相關問題包括字彙、文法、文化與聽力;無法按時繳交線上作業;無法聽從教師線上作業指示;對於線上互動感到挫折。此外,四項線上學習策略包含運用線上翻譯軟體、於討論區提問或回應、寄信給課程助教與教師、尋求同儕協助。總結而言,此研究希望能提供英語低成就學生所面臨的線上學習困難與因應策略,以讓線上教師更了解學生需求並提供最有效的幫助。
    The current study attempts to explore how low-achieving learners of English deal with difficulties faced and their use of online learning strategies on a distance learning environment. In recent years, schools in Taiwan have used the standardized English proficiency tests (SELP) as a graduation benchmark to access students’ English abilities. In the present study, participants were low-achieving learners of English, as indicated by the fact that all participants failed to meet the requirement of English graduation benchmarks. For those who did not meet this requirement, the school offered an on-line course entitled “English Tutorial”. Also, Moodle, a free, open-source management system was utilized during the semester.
    Data collection in the qualitative research included classroom observation, participants’ responses on the Moodle discussion boards, e-mails, online learning questionnaire, and interviews. A total of 166 students enrolled in an 18 week course participated in the study.
    Results of this study showed that low-achieving learners of English most encountered the following five difficulties: (a) technical problems, (b) problems related to English, including vocabulary, grammar, culture issues and, listening skills, (c) problems with finishing homework on time, (d) difficulties with following the instructor’s online assignment instructions, and (e) frustrations from lack of interactions between teachers and classmates. Also, a total of four online learning strategies used include (a) use online translation softwares, (b) post and respond to questions on the discussion board, (c) e-mail to the instructor and the TAs, and (d) seek for peer assistance. It is indicated that online students need more help from teachers and should be provided with additional learning resources. The current study hopes to provide a clearer picture for teachers to understand the real needs of students, and then be able to provide beneficial instructions in distance learning course.
    Appears in Collections:[英文學系暨研究所] 學位論文

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