The Effects of Multimedia Problem-Based Learning on University Students’ Learning of Verb-Complements, Clauses, and English Learning Autonomy

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Project title

Code/計畫編號

NSC101-2410-H019-013

Translated Name/計畫中文名

多媒體問題導向英語文法教學對大專生英文動詞補語、子句學習成效與英語自主學習影響之研究

Project Coordinator/計畫主持人

Lu-Fang Lin

Funding Organization/主管機關

National Science and Technology Council

Department/Unit

Institute of Applied English

Website

https://www.grb.gov.tw/search/planDetail?id=2583477

Year

2012

Start date/計畫起

01-08-2012

Expected Completion/計畫迄

31-07-2013

Bugetid/研究經費

365千元

ResearchField/研究領域

語文

"問題導向學習(PBL)於1960 年代初開始興起於醫藥學院，是將建構主義理念實際實施的一種教學方式，在此之後，其他學術領域也都陸續全面或部分採用PBL 的教學方式而且也逐漸顯示出此教學方式在提昇學生學習方面有其效果。然而，在多媒體英外語教學領域中，PBL 的教學方式尚未充分地被發展與應用，甚至於很少有相關研究探討此教學方式對英外語學習的影響及其影響的層面。因此，本計畫將PBL 融入以多媒體為資源的英外語教學中，並探究 PBL 是否能有效提昇大專學生的英語學習成效。另外，從先前多媒體英語教學文獻中，發現一些缺失仍待改進，首先有些研究指出多媒體教學未必能有效提升學習，可能是因為在學習過程中，學習者無法進行自主學習及在現實生活中面臨理解困難時，欠缺應用所學的英文文法知識解決理解困難的能力，因此本計畫將進行以建構心理學理論為基礎的多媒體問題導向英語教學，提昇學習者的英文文法運用知識及自我學習。本計畫以修讀大一英文中級課程的兩班學生為研究對象，並以兩種不同的文法教學方式 (the explicit grammar instruction and the implicit PBL-based grammar instruction)進行研究，兩種不同的文法教學方式實施之前，兩班學生都接受英文文法知識的前測；之後，其中一班(the implicit PBL-based grammar instruction)實施問題導向教學，另一班(the explicit grammar instruction)實施傳統教學，兩組分別進行為期14 週以網路為資源的教學，其中教學單元包含兩個主題，每個主題各進行七週的教學，每個主題教完後就針對主題的教材實施內容理解、教材內容為主的文法及教材段落書寫重述(written recall)等測驗。在兩種教學結束後，兩組學生都接受與前測題目相同的英文文法知識後測，一個月後，兩組學生再接受文法retention 測驗並填寫自主學習問卷。接著，從the implicit PBL-based grammar instruction 組中隨機抽選學生進行個別訪談。然後，根據測驗及問卷資料，運用適當的統計方法檢定兩組教學法的各依變數之差異性；另外，本計畫也將教學中所得的測驗資料及問卷資料進一步做關聯性分析。本計畫的第一年進行重點及預期可獲得的研究結果為: (1) 兩組研究對象對不同教學方式的教材內容理解、英文動詞補語文法知識、教材內容重述所使用的動詞補語及自主學習問卷中相關因子是否有顯著差異；(2) 兩組研究對象的教材內容理解、英文動詞補語之文法知識與自主學習問卷中相關因子是否有顯著關聯性；(3) 了解參加問題導向implicit 文法教學模式的研究對象對動詞補語學習及PBL 的看法；根據分析結果，提出以多媒體為資源的英外語教學促進大專學生英語動詞補語正確使用及自主學習英語之建議。本計畫的第二年進行重點及預期可獲得的研究結果為: (1) 兩組研究對象對不同教學方式的教材內容理解、英文三種子句(名詞、形容詞及副詞等子句)之文法知識、教材內容重述所使用的三種子句及自主學習問卷中相關因子是否有顯著差異；(2) 兩組研究對象的教材內容理解、英文三種子句之文法知識與自主學習問卷中相關因子是否有顯著關聯性；(3) 了解參加問題導向implicit 文法教學模式的研究對象對三種子句學習及PBL 的看法；根據分析結果，提出以多媒體為資源的英外語教學促進大專學生英文三種子句正確使用及自主學習英語之建議。"
"Medical education and many other academic areas have implemented problem-based learning (PBL) in their curricula and received fruitful outcomes to facilitate students’learning. However, PBL has not been fully developed in the field of learning English as a foreign language (EFL), needless to say in the context of multimedia instruction. Some studies also showed that Internet-based instruction was not effective in facilitating learning because learners were not able to undergo autonomous learning and lacked ability to apply their knowledge learned in English class to solve the problems taking place in real world. The present project integrates PBL approach into multimedia-based English class to investigate its effects on EFL students’grammar learning and their autonomous learning. The purposes of this two-year project are first to examine the effects of implicit PBL-based grammar instruction on text comprehension, grammar learning, and learning autonomy, second, the relationships among text comprehension, grammar learning, and learning autonomy. Third, the project is further to explore the participants’conception of using the PBL approach to develop their learning autonomy and facilitate their correct usage of English grammar. The intervention study has a pre-test/post-test control group design. There are two instructional treatment groups: the explicit grammar instruction and the implicit PBL-based grammar instruction. The instruments include text comprehension tests, grammar pre- and post-tests, text-related grammar tests, written recalls, one-month delayed tests, interviews, and Learning Autonomy Questionnaire. The collected data are analyzed from the quantitative and qualitative perspectives. This project is to be conducted in two years by using university students from different colleges as participants. The participants are about 70 undergraduate university students recruiting from two intact classes. Their English ability is classified as intermediate level by the university based on the participants’score of the English subject in the General Scholastic Ability Test held by the College Entrance Exam Center in Taiwan. In general, the results of this project contribute to the following domains: first, the knowledge of how to employ the PBL approach to English instruction; second, the knowledge of the optimal multimedia instructional model for enhancing grammar learning; third, the knowledge of how the PBL approach can effectively be used to foster learning autonomy. The reviewed literature on the PBL approach shows that this approach has not yet employed widely to the filed of English education, the results of the project contributes to establish English grammar teaching and learning sources for the PBL approach at the tertiary levels. The obtained results of the first-year study include: (1) the differences between the two instructional modes in text comprehension, knowledge of verb complements, and learning autonomy; (2) the relationships between text comprehension, knowledge of verb complements, and learning autonomy; (3) the university participants’perceptions of the PBL approach in fostering their correct usage of verb complements and their learning autonomy, and (4) the instructional recommendations for multimedia English instruction in the university. The obtained results of the second-year study include: (1) the differences between the two instructional modes in text comprehension, knowledge of clauses (noun, adjective, and adverb clauses), and learning autonomy; (2) the relationships between text comprehension, knowledge of clauses (noun, adjective, and adverb clauses), and learning autonomy; (3) the university participants’perceptions of the PBL approach in fostering their correct usage of noun, adjective and adverb clauses, and their learning autonomy, and (4) the instructional recommendations for multimedia English instruction in the university."

Keyword(s)

英語文法教學
自主學習
多媒體學習環境
問題導向教學法
英文動詞補語
關係子句
Grammar instruction
learning autonomy
multimedia-based learning context
problem-based learning approach
verb complements
clauses

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The Effects of Multimedia Problem-Based Learning on University Students’ Learning of Verb-Complements, Clauses, and English Learning Autonomy

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