線上互動平台Padlet 於大學英文閱讀課程之應用及成效評估

The Effectiveness of Applying a Web-based Platform“Padlet”to a University Freshman English Reading Course

本研究以實踐社群理論以及行動學習的教學理論架構為基礎設計互動式教學方案，且將Padlet 線上虛擬白板導入英文閱讀教學，採準實驗研究法，以非英語文本科之大學一年級生為對象，評估融入Padlet 之教學方式是否成效更佳。研究對象為大學共同科目英文閱讀中低程度的兩班學生，實驗組藉Padlet 線上虛擬白板進行討論，而控制組則實施傳統的課堂討論方式，教學時間為十周（每周兩堂），兩組均於教學前、後一周進行評估。評估工具為英文閱讀能力測驗及英文閱讀態度問卷，施測結果進行配對樣本t 檢定及單因子共變數分析。分析結果發現: (1)本研究發展的互動式教學方案能提升學生的英文閱讀能力，但實驗組與控制組並無顯著差異。(2)在教學後，實驗組英文閱讀態度整體分數及三個態度層面得分和控制組並無顯著差異，但融入Padlet 的電腦輔助語言學習的實驗組英文閱讀學習興趣似有提升。根據研究結果推論不論是否運用線上白板平台，本研究發展的互動式教學方案均能提升知識，但是態度的改變則可能需要更長的時間，而應用線上白板平台似乎更能提升學生的學習興趣。

The study was informed by Community of Practice theory and Mobile Learningtheory. With the use of a web-based online learning Platform “Padlet,” this study aimsto investigate the effect of implementing computer-assisted language learning (CALL)in a university non-English major freshmen English reading course with the goal ofdiscovering the effect of applying CALL and the traditional teaching method on thestudents’ achievement in English reading and their attitudes of English learning. Thestudy adopted a quasi-experimental design to study whether the teaching approach thatincorporated the virtual white board “Padlet” would be more effective compared to thetraditional teaching approach for less proficient language learners (C level) regardingtheir English reading ability and language learning attitude. The study took place at auniversity in northern Taiwan, and the participants were non-English major freshmenstudents. Students in the experimental group received CALL teaching approach, andthe students in the control group received traditional teaching approach. Each groupmet once a week, 100 minutes per session, the intervention lasted for 10 weeks,evaluation of students’ English reading ability and learning attitude were conducted aweek prior/after the experimental teaching approach. Data include an English languagereading attitudes questionnaire and an English reading comprehension test. Paired-t testand ANCOVA were applied, and the results are as follow: (1) After the CALLinstruction, both groups showed statistically significant improvement regarding theirEnglish reading ability, however, there was no significant difference between theexperimental group and the control group regarding their English reading test performance. (2) The experimental group displayed no significant improvement inrespect of the total score if the attitude test, however, there was significantimprovement regarding the aspect of “learning interests”; the control group showed nosignificant improvement with respect to both the overall score of the attitude test andthe result of each aspect. The results of ANCOVA indicated that there were nosignificant differences between the two groups regarding the score of the Englishreading comprehension test and the total score of the English language reading attitudesquestionnaire. The results showed that both the CALL teaching approach thatincorporated Padlet into classroom instruction and the traditional teaching approach,both of which can help improve students English reading ability, and there was nosignificant difference between the two approaches. Even though the use of Padlet hadimproved students’ learning interest, there was no difference when comparing to thecontrol group, and both teaching approach resulted in limited positive impact on thestudents’ English reading attitude. This could be resulted from the fact that while onesemester of time can improve students’ subject knowledge, attitude requires more timeto develop.