[[alternative]]運用電影和臉書輔助的語言學習環境 : 以淡江大學英聽課為例

碩士[[abstract]]本研究旨在探討，以英語為外語的學習環境中，學生對於使用臉書來輔助電影學習活動的看法。學生對於電影的觀感，像是電影如何影響他們的英語學習，以及臉書如何協助他們意見交流皆為本研究討論的重心。六十三位非英語主修者，於大一英聽課中參與為期一學期的研究計畫，此計畫帶領學生觀看電影、在臉書上分享意見、完成電影心得寫作以及口頭報告。資料蒐集包含學生的問卷回應、研究者課堂觀察、學生臉書貼文、學生書面心得、針對口頭報告的同儕評量和自我評量等以供分析。 研究結果指出，較多學生認為透過電影學習活動提升了他們的聽力、思考力、和文化認識；全數學生完成他們認為最為挑戰的口頭報告，並且樂意寫下給同儕的建議；許多學生認為臉書能提供一個真實的外語溝通環境，尤其是討論他們喜愛的電影話題。本研究呈現了以電影作為豐富語言學習源頭的多元優勢，並建議具真實溝通性的臉書為可行的英語學習使用途徑。[[abstract]]This study explores students’ perceptions of using Facebook networking to support movie-related tasks in EFL learning. Participants’ view of movies in terms of how movies affect their English learning, and how Facebook assists exchange of ideas were addressed. 63 non-English majors in a Freshmen English Drill class participated in a semester-long project, designed to engage learners in watching movies, sharing ideas on Facebook, writing and reporting on their experience, and making a presentation. Questionnaire, in-class observation, students’ responses on Facebook, written reflections, as well as peer-evaluation and self-evaluation of oral presentation were collected for data analysis. The results indicated that 1) students believed their listening, thinking, and culture understanding were improved through movie-related activities; 2) they all participated in the task they considered most challenging-oral presentation-and were willing to write comments for their peers’ performance; and 3) most students thought Facebook engaged them in real communication in target language on a topic they enjoyed (i.e., movie discussion) through instant exchange of ideas. To sum up, the study substantiates the multifaceted benefits of movies as a rich source of language input and suggests the use of Facebook as a viable means to use English in real-time communication.[[tableofcontents]]Acknowledgements.........................................................................................................i Chinese abstract.............................................................................................................ii English abstract.............................................................................................................iii Table of contents...........................................................................................................iv List of tables...................................................................................................................v CHAPTER ONE INTRODUCTION 1.1 Background......................................................................................................1 1.2 Statement of the problem.................................................................................2 1.3 Purpose of the study.........................................................................................5 1.4 Research questions...........................................................................................5 1.5 Significance of the study..................................................................................6 CHAPTER TWO LITERATURE REVIEW 2.1 Learning with technology and social network interface............................... 7 2.2 The social network interface: Facebook....................................................... 8 2.3 Characteristics of video clips and movies.............................................. 12 2.4 Movies and English learning and teaching............................................ 15 2.5 Information literacy, Internet tools, and English learning and teaching..... 17 2.6 Authenticity, learning attitude, and integration of learning.......................... .20 CHAPTER THREE METHODOLOGY 3.1 Participants.....................................................................................................25 3.2 Materials.........................................................................................................25 3.2.1 Facebook accounts and a reference material for movie description... 26 3.2.2 Movies.................................................................................................26 3.2.3 Facebook............................................................................................ 26 3.2.4 Peer-evaluation form...........................................................................26 3.2.5 Questionnaire......................................................................................27 3.3 Procedures......................................................................................................27 3.3.1 Description of Freshmen English Drill course................................... 28 3.3.2 The pilot study.................................................................................... 28 3.3.3 The current study.................................................................................29 3.4 Data collection and analysis...........................................................................31 3.4.1 Coding system.....................................................................................32 CHAPTER FOUR RESULTS AND DISCUSSION 4.1 Students’ participation and their general beliefs toward movies....................33 4.2 Research question 1........................................................................................38 4.3 Research question 2........................................................................................44 4.4 Research question 3........................................................................................47 4.5 General findings.............................................................................................52 CHAPTER FIVE CONCLUSION...............................................................................59 REFERENCES.............................................................................................................61 APPENDIXES..............................................................................................................66 Appendix A: Form for Collecting Students’ FB Accounts Appendix B: Movie Description Reference for Students Appendix C: Peer Evaluation Form for Oral Presentation Appendix D: Questionnaire for Students Appendix E: Students’ Writing about Movies (before the main study) Appendix F: Movie Websites and Questions on FB Appendix G: Examples-Students’ Responses to the First Movie Up on FB Appendix H: Examples-Students’ Responses to the Second Movie Confessions of a Shopaholic on FB Appendix I: Student’s Movie Reflections- Example 1, 2 Appendix J: Peer Evaluation in Oral Presentation-Examples 1, 2, 3, 4 Appendix K: Examples of Self-Evaluation in Oral Presentation Appendix L: Personal Correspondence from FB Appendix M: Examples from QC1, QC3.2, QC4.2 Appendix N: 淡江大學 98 學年度第1學期教學助理評量表—學生版彙整表 LIST OF TABLES Table 3: Course Schedule and Movie-Related Tasks..................................................29 Table 4.1: Number of Students Completing Tasks......................................................34 Table 4.2: Number of Students Completing Each Task...............................................34 Table 4.3: Results of the Questionnaire in Part B.......................................................38 Table 4.4: Number of Words in Students’ Facebook Responses.................................41[[note]]學號: 696110146, 學年度: 9