英文的E化學習－－情意教室的建置評估

The Construction of An Affective E-Learning Classroom

這項研究在台灣一個醫護管理專科學校進行。其主要研究對象是以英語為外國語（EFL）的學習者英語之情意學習狀況調查。產生情意的學習很重要的是它的內容和技能關係到學生直接或間接地碰觸他們的生活經驗（Hsu,2002:2）。因此，本計劃的目的主要是調查透過現代科技創造一個有意義的學習環境並以多媒體技術為主之英文學習教室，本研究希望學生的英文學習動機和英語能力都可以得到提升。根據歐洲觀點的情感教育理論，情意學習可以產生具體效果如果學習之教材與學生的信念，態度和信仰生活相關（Lang,1998）。因此，建立一個情意的英語學習課程在一個正式課程內，以教學實驗為主。這項研究是在2009-2010年期間實施。這個英語課程的開發是為了提供學生新的學習經驗。例如，學生可以透過與英語學習網站與世界各地學習英文的人交流。這個計畫以個案研究為主要研究方法（Yin,1994）。研究工具以教師的課堂觀察，學生的學習單，問卷調查等，調查他們的整體學習成果，並使結果互相驗證使其能更具有效度（Robson,2000）。120名學生年齡在15至16參與主要研究小組。調查結果顯示，學生的態度是積極的，學生們較不再害怕使用英語作為溝通的工具。這項研究證據的數據顯示結論是（1）通過多媒體學習環境，英語的情意學習可以提高學生的學習興趣和能力；學生學習英語不僅可使用教科書還可以透過自己的實際經驗運用英語的網站，增加學習動機。（2）這項研究顯示採用現代技術確實提供學生的英語能力更加提升。

This study was carried out at a nursing college in Taiwan. The main purpose of the study was to examine affective learning in an English curriculum for English as foreign language (EFL) learners in Taiwan. For affective learning to take place it is crucial that the contents and skills that students acquire are directly or indirectly relevant to their life experiences (Hsu, 2002:2). This project therefore that is being discussed in this paper mainly hope to investigate the impact of a meaningful learning environment through modern technology. By building up an interactive learning classroom via multimedia technology, the students' learning motivation and English proficiency were expected to be improved. According to the European perspectives of affective education, learning could be efficient if teaching materials are relevant to students' beliefs, attitudes, and faith of life (Lang, 1998). Hence to develop an affective curriculum of the English language, the project was carried out in a sequence of teaching in a language laboratory within a formal curriculum. The study was undertaken in the periods of 2009-2010. This English curriculum was developed to provide students with new learning experiences. For example, the students could communicate with English native speakers through English learning websites. The approach of case study was adopted as the main methodology (Yin, 1994). Classroom observation, students' workbooks, and a questionnaire survey were employed to investigate their learning outcomes and to validate the findings for generalization (Robson, 2000). 120 Students aged 15 to 16 were the main research group. The findings showed that students' attitudes were positive and it appeared that students were no longer afraid of using English as a communicative tool. This study showed the evidence of the data that the study concluded: the EFL learners can improve their learning interests and proficiency through multimedia learning within an affective environment. Students learnt English not only by using textbooks but also through real experiences of their use of English websites. This study showed that the adoption of modern technology indeed offered students more opportunities to use English.