應用網路探究學習策略於國中英文寫作課程的學習成效與態度之行動研究

機構典藏 > College of Education > Graduate Institute & Department of Educational Technology > Thesis > Item 987654321/87127

Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/87127

Title:	應用網路探究學習策略於國中英文寫作課程的學習成效與態度之行動研究
Other Titles:	An action research of WebQuest on junior high school students' English writing and attitude
Authors:	蘇霈倫;Su, Pei-Lun
Contributors:	淡江大學教育科技學系數位學習在職專班賴婷鈴;Lai, Ting-Lin
Keywords:	網路探究;EFL寫作教學;英文寫作成效;寫作態度;WebQuest;EFL writing;writing effectiveness;writing attitude
Date:	2012
Issue Date:	2013-04-13 10:42:52 (UTC+8)
Abstract:	寫作，是集結個人的邏輯思考、創意想像、組織表達的綜合體。本研究旨在探討WebQuest英文寫作課程的實施，對國中九年級學生在英文寫作的學習成效與態度之影響。以WebQuest融入英文寫作課程，藉由教學活動來蒐集與整合寫作素材，透過分組合作幫助學生完成寫作任務。本行動研究以研究者所任教之國中九年級學生共34位為研究對象，以環保為主題在Moodle平台上建置WebQuest英文寫作教學網頁，進行為期十二週的課程。本研究透過分析教師的觀察記錄、學生半結構性訪談內容、問卷填答及文件蒐集等質性資料，並輔以英文短文前後測、英文寫作態度量表等量化資料進行資料之交互分析與討論，以深入了解學生在英文寫作教學活動的其他表現。研究結果發現： WebQuest英文寫作課程能提升學生整體的英文寫作成效。此外，WebQuest英文寫作課程有助於提升學生的英文寫作態度，尤其增強學生在「寫作策略」及「興趣與動機」兩個面向的表現。研究者也發現在學習歷程中，大部分學生能透過主動探索和合作學習方式來完成任務，訓練自我表達能力並培養自主學習的能力。而透過本行動研究歷程能促進教師的教學思維，提升專業知能。最後，研究者針對研究限制進行說明，並依據研究結果提出建議，做為未來教學與研究實施之參考。 The purpose of the action research is to design and develop a WebQuest curriculum to improve ninth-grade students’ English writing. 34 ninth graders were recruited from a junior high school. Students worked in pairs and used Moodle to complete 3 WebQuest activities within 12 weeks. Data collection included students’ writings artifacts, teacher observation records, teacher reflection journal, and semi-structured interview with focus group students. In addition, students’ attitude and perception toward the WebQuest writing activity were assessed. Data were analyzed quantitatively and qualitatively. The results showed that (1)using WebQuest improves student’s’ English writing performance; (2) in terms of students’ attitude and perception toward English writing, students presented significant improvement in “writing strategies” and “interest and motivation”; (3) during the Webquest writing activity, most students were able to complete the writing tasks in active and collaborative manner; (4) by conducting the action research, the teacher as the researcher was able to improve her observation, reflection and professional teaching ability. In the conclusion section, suggestions to improve WebQuest instruction were proposed.
Appears in Collections:	[Graduate Institute & Department of Educational Technology ] Thesis

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