結合即時互動影片之英語情境教學促進技職高中生學習成就之探究

The Effect of Integrating Situated Learning with Interactive Videos into English Dialogue Learning on Vocational High School Students

在科技媒體融入教學呈現百花齊放的年代，影片可協助營造外語環境，是英語教學中廣泛被使用的教材形式。然而教師單向地播放教學影片，對於已習慣手機立即回饋的Z世代而言，較缺乏即時互動的刺激，故本研究嘗試結合即時互動影片與情境式教學法，企圖提升長久以來呈現英語學習低成就、低動機的技術型高中生之學習成效。本研究採準實驗設計，研究對象為某公立技術型高中二年級學生，實驗組與對照組各為35人，實驗教學為八週情境式教學法結合即時互動影片融入英語對話課程，聚焦於探究能有效運用互動式影片之內嵌形成性評量的教學策略，因此設定實驗組為教師判讀形成性評量並講解，對照組為學生利用形成性評量練習至精熟。兩組在實驗教學前、後分別進行「英語情境式對話學習成效測驗」與「學習動機量表」，以瞭解其學習成效與動機之差異。實驗結果顯示：即時互動影片結合情境式教學法，能增進技高生英語對話學習成效與動機，且達顯著差異；此外，教師判讀形成性評量並講解，相較於讓學生自行配速練習，更能顯著提升即時互動影片對英語情境式對話之學習成效與動機。最後本文提供研究結論與教學反思讓教育工作者參考，並提出未來研究建議。

In the era of technology-integrated teaching, videos have been widely used in ESL class as they help create an English-speaking learning environment. However, for the Z generation, who are accustomed to immediate feedback from smartphones, traditional one-way video instruction lacks the interactive stimulation they are used to. Therefore, this study attempts investigates the effectiveness of improving vocational high school students’English dialogue learning and motivation by applying situated learning approach combined with formative assessments embedded in interactive videos. A quasi-experimental design was employed, with 70 vocational high school students divided into an experimental group and a control group. The eight-week experiment focused on exploring effective teaching strategies for interactive videos. Thus, the experimental group received teacher’s instruction where the teacher interpreted the results of formative assessments and provided explanations, while the control group practiced with the feedback from formative assessments independently. The data of the pre-test and post-test scores from the English Conversation Test and the Learning Motivation Survey was collected to examine the difference in students’English learning achievement and motivation. The results indicate that integrating interactive videos with situated learning significantly strengthened the effectiveness of English dialogue learning and motivation of vocational high school students. Both groups demonstrated significant improvement from pre-test to post-test. Moreover, teacher-guided formative assessment interpretation and explanations led to significant improvement in the use of interactive videos for English situational dialogue learning, compared to self-paced practice by students. This study provides research findings and teaching reflections to educators for reference as well as suggestions for future research.