Impact of Media and Learning Strategies in Blended Learning on Foreign Language Learning: A Quantitative Study of the Learning Performance of German Majors in Taiwan

[[abstract]]在全球化發展的趨勢下，國與國之間的關係更為密切，多元文化社會的形成，使得跨文化能力成為現代人應具備之關鍵能力。由於外語能力之培養，是提升跨文化溝通能力最基本也最直接的方式，如今，除了英語外，第二外語能力之培養已受到世界各國的重視。此外，隨著資訊科技的迅速發展，外語學習已不再侷限於傳統課堂中，數位學習的出現，不僅豐富學習資源，也改變了外語教學的形式，更推動新的教學法之發展，「混成式學習」(Blended Learning) 即在此一背景下應運而起。混成式學習主要強調傳統課堂教學與數位學習之有效結合，以創造更高的教學成效，並體現了學習者在教學過程中的自主性。有鑑於此，本研究除了呈現台灣德語系大學生使用混成式媒體之頻率與偏好情形，主要目的在了解台灣德語系大學生是否善用網路資源輔助其外語學習，此外，混成式媒體使用偏好及其搭配外語學習策略之使用行為與外語學習成效之關係，則為本研究探討之核心問題。本研究根據德國教育學者Claudia Wiepcke提出之「混成式學習」定義及內涵，以及美國教育學者Rebecca Oxford之外語學習理論，作為混成式媒體與學習策略問卷設計之基礎。本研究設計之問卷在第一科大、東吳及文藻三所大專院校二到四年級之德語系大學生進行問卷調查，經資料過濾後共得有效問卷453份，問卷結果透過統計軟體SPSS進行分析，並根據統計結果對於本研究目的進行實證探討。本研究經由統計軟體SPSS將所回收之調查資料比對分析後，所得之研究結果如下：(1)台灣德語系大學生普遍而言使用超過一種線上數位媒體輔助其外語學習，然而其使用網路媒體資源之頻率卻普遍偏低。研究結果證明，媒體使用頻率對學習成效之影響高於媒體使用數量。 (2)課堂面對面教學對於口說、閱讀、寫作及翻譯能力之提升有顯著影響效應；主動式的線上學習則僅對於閱讀及寫作能力之提升有顯著之影響效應；至於積極式的線上學習則對口說、閱讀及寫作能力之提升有顯著影響效應。(3)整體而言，補償策略與後設認知策略之使用對於外語學習成效之提升影響至鉅，其次為認知策略、社交策略及情感策略。記憶策略對於外語學習成效之影響最不顯著。[[abstract]]Driven by the process of globalization, the relationship between countries has become closer and closer. It is necessary for people living in a multicultural society to possess intercultural communication ability. While foreign language development is the most direct and effective way to promote individuals’ intercultural communication competence, many countries have attached great importance to second language ability development. In addition, with the rapid advancement of new media, foreign language learning is no longer being restricted just in traditional classrooms. E-learning as an example not only enriches learning resources, but also changes the way of foreign language education. A new teaching concept “Blended Learning” was created which combines the advantages of traditional face-to-face classroom education and E-learning to create more learning effectiveness. Most importantly, it also reflects students’ autonomous learning. Thus, the purpose of this study is not only to explore whether the internet resources are fully utilized by German major university students in Taiwan for their language learning and their preferences and using frequency of the media in Blended Learning environment, but also to find out the relationship between learning effectiveness and learning behavior by using media and language learning strategies in Blended Learning.The findings of the research are described briefly as follows:(1)In general, more than one online medium are used by German major university students in Taiwan, but the frequency of the media use is relatively low. Also, the result of this study proves that the frequency of media use has more effects on learning effectiveness than the quantity of use.(2)Face-to-face teaching and learning can significantly improve students’ language speaking, reading, writing and translation skills, while active language learning through the internet only helps improve students’ reading and writing skills. However, E-Learning has significant influence on improving students’ speaking, reading and writing skills if used interactively.(3)Overall, in terms of foreign language learning, compensation strategy and meta-cognitive strategy can considerably increase more learning effectiveness than cognitive strategy, social strategy and emotional strategy. Furthermore, the use of memory strategy only has little effect on language learning effectiveness compared to the other strategie