網路世代使用跨國同步視訊學習在華語聽力表現上的成效

The Effects of Video-Conferencing on Listening Comprehension in a Learning Chinese as Foreign Language Program

本研究採同步視訊教學設計，將美國的華語學習者（N=40）與臺灣的華語教學教程學生（N=20）一對一配對，由華語教程生與美國學生以華語文互動完成指定作業，藉此增進美國學生與華語母語者之真實學習體驗，並豐富華語教程生之華語文教學經驗。本研究採準實驗設計，40位初級華語學習者分為實驗組與控制組，研究發現：控制組學生聽力第一次測驗成績平均值顯著優於實驗組；實驗過程中，實驗組在第二次聽力測驗成績接近控制組，已無顯著差異；而第三次聽力測驗中，實驗組的聽力成績（Mean=94.70, SD=9.93）顯著優於控制組（Mean=77.38, SD=26.82），at level .05，t[38]=-2.71，p<.05。實驗組學習者認為視訊活動能增進其聽說能力與學習動機。量化與質性研究顯示，具有教學設計之視訊活動對學生華語文聽力學習有正面影響。

This study recruited Mandarin Chinese language learners in the United States and Chinese student-teachers in Taiwan. A student in the US and a student-teacher in Taiwan were paired as a team and provided assignments to collaborate through distance video-conferencing mode. This study aims to provide an authentic learning experience with native speakers for Mandarin Chinese language learners and to enrich Chinese student-teachers' teaching experience, via the collaboration between the student-teachers and the learners through video-conferencing. The researchers hope to establish a distance cross-national collaboration learning mode beneficial to both Chinese language learning and teaching. This study is a quasi-experiment: Chinese language learners were divided into experimental and control groups. In the first listening test, learners in the control group had better listening scores (Mean=97.50, SD=11.18) than their counterparts in the experimental group (Mean=82.50, SD=25.78) at level .05, t[38]=2.387, p<.05. During the study, the second listening test were administrated and the results showed the experimental group had close listening scores (Mean=77.50, SD=25.65) to their counterparts in the control group (Mean=77.88, SD= 24.72). However, in the third listening test, right after the intervention of distance video-conferencing, the listening scores of the experimental group (Mean=94.70, SD=9.93) exceeded those of the control group (Mean=77.38, SD=26.82) at level .05, t[38]=-2.71, p<.05. At present, studies on second-language listening via video-conferencing are still scarce, and this study results show that a carefully and thoroughly designed video-conferencing is able to have positive impact on Chinese language learners' listening abilities, which not only sheds more light on the field of video conferencing but also provides an alternative teaching and learning approach for Chinese language instructors.