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研究生：	廖南凱 Liao, Nan-Kai
論文名稱：	LiveABC英語學習資源網的使用對於一所台南市國小學童的字彙學習與閱讀理解之影響 The Effects of Using LiveABC Online Learning Resources Website on a Tainan Elementary School Students’ Vocabulary Learning and Reading Comprehension
指導教授：	劉繼仁 Liu, Gi-Zen
學位類別：	碩士 Master
系所名稱：	文學院 - 外國語文學系碩士在職專班 Department of Foreign Languages and Literature (on the job class)
論文出版年：	2012
畢業學年度：	100
語文別：	英文
論文頁數：	147
中文關鍵詞：	電腦輔助語言學習、小學英文、LiveABC 、字彙學習、閱讀理解
外文關鍵詞：	CALL, elementary school, LiveABC, vocabulary learning, reading comprehension
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隨著網際網路科技的進步，電腦輔助語言學習也變成了語言學習和教學的重要領域之一。透過成大網域，研究者發現LiveABC英語學習資源網是一個包含了趣味性語言學習資源的線上學習網站。此研究旨在探討30位國小學童經由學習LiveABC課程所獲得的單字學習和閱讀理解之成效。
此研究設計採用了行動研究和質量混合分析的架構，為的是取得第一手的課堂觀察資料，以及質、量的綜合分析。此外，自我調整學習的概念也融合在課程設計中。受試者來自台南一所國小的30位六年級學生，而他們被分成10組，每組包含了各一位高、中、低英語程度的學生。課程中，研究者採用了「3D英語實境虛擬對話」這個部份作為教材，其中包含了有字幕的動畫、對話為主的文字學習模式，以及測驗模式。此外，LiveABC多元的功能在學習過程中也能提供許多輔助學習的工具。此研究的評量工具包含了研究前後的問卷、學生的前後測成績，以及訪談的資料。
經過質與量的分析，以下是研究結果的摘要:
(一)在此研究中，研究者觀察到了兩種典範轉移，即從紙本學習轉變到複合式學習方法，以及從以教師為中心的教學轉變到以學生為中心的教學方式。
(二)經過成對樣本T考驗的分析，受試者在後測有顯著的進步。若從學生的英語程度來看，低、中、高成就學生的成績在實驗後也都有明顯的提升。此外，共變數分析(ANCOVA)結果也顯示，高分組和中分組的學生在後測的表現優於低分組的學生。
(三)從試卷的三個大題來看，學生在單字的聽力理解、單字的意義理解以及閱讀理解方面的成績都有顯著進步。其中高成就學生在後測的單字聽力理解這個大題，全數拿到滿分40分。然而低成就學生在前測和後測的閱讀理解表現都不盡理想。
(四)根據問卷的結果，受試者認為自我調整學習的方式很適合LiveABC，而經由此學習法，他們也覺得學英語比較沒有壓力。此外，他們非常肯定LiveABC有趣的內容以及多元的功能。
(五)根據訪談的資料，研究者發現學生最喜歡使用的功能是字典功能，而另外備受學生肯定的是課堂中小組成員或師生的熱絡互動。
(六)研究者建議，影片學習模式可扮演LiveABC課程中吸引使用者注意的角色。而此網站的使用者可多利用文字學習模式中的功能來加強他們的字彙學習以及閱讀理解能力。至於測驗模式由於難度較高，因此較適合已經精熟課程內容，且尋求進一步挑戰的學習者。
(七)受試者提到LiveABC的字典功能有時候發音太快，會聽不清楚；而少數同學會趁老師不注意時，使用通訊軟體來聊天。

With the advancement of the Information & Communication Technologies (ICT), computer assisted language learning (CALL) has become an important field in language learning and teaching. Through the access to the LiveABC Online Learning Website within the National Cheng Kung University (NCKU) web domain, the researcher found that it is a CALL website which contains engaging language learning resources. Hence, this study mainly aimed to examine 30 elementary school students’ learning effectiveness of vocabulary development after the implementation of the LiveABC-based lessons.
In the research design, the researcher used action research and a mix of quantitative and qualitative methods, which aimed to receive first-hand observation and analyze both the quantitative and qualitative data. Moreover, the concept of self-regulated learning (SRL) was integrated in the LiveABC-based lessons. In this study, 30 sixth graders in Class 602 in an elementary school in Tainan participated in the LiveABC-based lessons. They were divided into 10 groups, and they were one high- proficiency level, one intermediated- proficiency level, and one low- English proficiency level students in each group. As for the learning material, the researcher chose four lessons in the “English Conversation 3D Theater” section in LiveABC. In this section, the content was presented with the video learning mode and text-based learning mode. In addition, diversified functions in LiveABC could also provide the participants with many useful tools in the learning process. As for the evaluation tools, the pre- and post-study questionnaires were used to investigate the participants’ perceptions toward SRL and LiveABC. Also, their performances in the pre- and post-tests were compared to examine their learning effectiveness of vocabulary learning and reading comprehension. Finally, the interview responses were used to probe deep and detailed learning processes and conditions with the quantitative data and to provide the researcher with suggestions.
The major findings in this study were as follows:
(1)In this study, the researcher had observed two paradigm shifts, which are (a) from paper-based learning to blended learning, and (b) from teacher-centered instruction to learner-centered instruction.
(2)Through the analyses of paired samples t-test, the participants had significant improvement in the post-tests. In terms of the learners’ English proficiency levels (EPL), the high-, intermediated-, and low-EPL learners all made obvious progress after the experiment. The intermediate- and low-EPL students’ averages scores improved more than 20 points out of 100 in the post-tests, which were greater than that of the high-EPL students. However, the high-EPL ones achieved the ceiling effect (96.6) in the post-tests. Besides, the ANCOVA results of the post-test showed that the high- and intermediate-EPL participants performed significantly better than the low-EPL ones.
(3)Among the three test sections, the learners improved significantly in all the three sections: the vocabulary listening comprehension (VLC) test, vocabulary meaning comprehension (VMC) test, and the reading comprehension (RC) test. However, the low-EPL ones did not make significant progresses in the VLC and RC tests.
(4)Based on the questionnaire results, the participants thought that the SRL method was suitable for the LiveABC lessons, and they felt less stressful in learning English through SRL. In addition, they believed that the interesting content and various functions of LiveABC not only stimulated them to learn English with more efficiency and effectiveness, but also reduced their learning difficulties.
(5)Based on the learners’ interview responses, the researcher found that their favorite function was the “dictionary” function. Besides, the learners highly recognized that LiveABC promoted the in-group or teacher-to-learners interactions. And they were very fond of the engaging animations and varied functions in LiveABC.
(6)The researcher recommends that the video learning mode can be used as an initial motivator to attract learners’ attention in the LiveABC-based lessons. In addition, the LiveABC users can make use of the functions in the text-based learning mode to improve their vocabulary learning and reading comprehension. As for the testing mode, it is more suitable for those who have mastered the LiveABC content and require further challenges.
(7)The disadvantages mentioned most frequently included that the pronunciation speed of the embedded dictionary was fast, and some learners got distracted to chat with others by CMC tools such as Yahoo Messenger while using LiveABC.
The above-mentioned findings can be served as meaningful references for future researchers who want to investigate the learning effectiveness of LiveABC. And the researcher also anticipates a large scale study on LiveABC with various users in all educational settings to further examine students learning performances.

Table of Contents
Abstract (Chinese)	i
Abstract (English)	ii
Acknowledgements	iv
Table of Contents	v
List of Tables	x
List of Figures	xiii
CHAPTER ONE INTRODUCTION	1
1.1 Background and Motivation	1
1.2 Main Functions of LiveABC	3
1.2.1 Video Learning Mode	4
1.2.2 Text-based Learning Mode	5
1.2.3 Testing Mode	6
1.3 Purpose of the Study	7
1.4 Definition of Terms	7
CHAPTER TWO LITERATURE REVIEW	9
2.1 Vocabulary Learning and E-Learning	9
2.2 Communicative Language Teaching and Blended Learning	11
2.3 E-book and Animation	12
2.4 Paradigm Shifts: From Paper-based Instruction to Blended Learning, and From Teacher-centered Instruction to Learner-centered Instruction	14
2.4.1 From Paper-based Instruction to Blended Learning	14
2.4.2 From Teacher-centered Instruction to Learner-centered Instruction	15
2.5 Interactivity and Interactions	18
2.5.1 Teacher-to-Learner Interactions	21
2.5.2 Individual Learner / Group Learners to LiveABC Interface Interactions	21
2.5.3 Interactions among the Learners in the Same Group	22
2.6 Self-efficacy & Self-regulated Learning	22
2.6.1 Self-efficacy	22
2.6.2 Self-regulated Learning	25
Summary	28
Research Questions	29
CHAPTER THREE METHODOLOGY	31
3.1 Action Research	31
3.1.1 Researcher as the Teacher	33
3.2 Research Site	34
3.3 Participants	34
3.4 Research Instruments	37
3.4.1. Instructional Material – LiveABC-driven Lessons	37
3.4.2. Teaching and Learning Devices	38
3.4.3. Evaluation Tools	39
3.5 The Research Procedure	44
3.5.1 The Flow Chart	44
3.5.2 The Research Period	46
3.5.3 The Learning Process of Each Unit	47
3.6 Data Collection and Analyses	51
3.6.1 Data Collection	51
3.6.2 Quantitative Data Analysis	52
3.6.3 Qualitative Data Analysis	52
CHAPTER FOUR RESEARCH FINDINGS AND RESULTS	54
Overview	54
4.1 The Learning Effects of LiveABC for the students in Class 602	55
RQ-1. Did the LiveABC Users in Class 602 Make Progress After Taking the LiveABC-based Lessons?	55
4.2 The Detailed Analyses of the LiveABC Users’ Learning Effects After the LiveABC Instruction	56
RQ-2A. To what extent did the students improve in the vocabulary listening comprehension section, the vocabulary meaning comprehension section, and the reading comprehension section?	56
RQ-2B. What are the Differences Among the High-, Intermediate- and Low-EPL Participants in Terms of Their Learning Effects?	58
RQ-2C. To What Extent Did the Three EPL Groups (High-, Intermediate-, and Low-EPL) Improve in the Vocabulary Listening Comprehension Test, the Vocabulary Meaning Comprehension Test, and the Reading Comprehension Test?	61
4.3 The Participants’ Perceptions Toward Self-regulated Learning and the Use of LiveABC	69
RQ-3A. What Were the Participants’ Perceptions Toward SRL?	69
RQ-3B. What Were the Participants’ Perceptions Toward the Use of LiveABC?	71
4.4 The Interviewees’ Feedback and Reflections upon the Use of LiveABC	73
RQ 4. What Were the Reflections of the Interviewees upon the Use of LiveABC?	73
4.4.1 What Functions in LiveABC Do You Like the Best (List at Least Two)? Why?	73
4.4.2 What Are the Advantages of LiveABC (List at Least Two)?	74
4.4.3 What are the Disadvantages of LiveABC?	76
4.4.4 What Kind of Competence Did You Improve Most (VLC, VMC, or RC)?	77
4.4.5 In Your Opinion, What Kind of Learning Activity (VLC, VMC, or RC) was Insufficient for You? Why?	78
4.4.6 Do You Have Any Suggestions or Reflections on the LiveABC-based Lessons? Why?	79
4.5 The Researcher’s In-class Observations	80
4.5.1 The Researcher’s Daily Observations and In-class Photos	81
4.5.2 The Teacher’s Notes Based on the Video Clips and In-class Photos	85
CHAPTER FIVE DISCUSSION, RECOMMENDATIONS, AND CONCLUSIONS	93
5.1 Discussion of the Research Questions	93
5.1.1 Discussion of Research Question 1 and 2	93
5.1.2 Discussion of Research Question 3	100
5.1.3 Discussion of Research Question 4	108
5.2 Limitation of the Study	114
5.2.1 The Time Limit	114
5.2.2 The Scale and Scope of this Study	115
5.2.3 The Focus on the Participants’ Language Competence	115
5.3 Implications for Future Research	116
5.4 Conclusion	117
5.4.1 The Effects of LiveABC on the Participants’ Learning Performances	118
5.4.2 The Participants’ Perceptions and Responses toward the LiveABC-based lessons	119
References	123
Appendix A The Consent Form	135
Appendix B The Questionnaires	136
Appendix C The Pre-test and Post-test	139
Appendix D The Worksheet of “Making an Appointment and Signing in”	142
Appendix E The Worksheet of “Peeling a Couch Potato off the Couch”	143
Appendix F The Worksheet of “Worried”	144
Appendix G The Worksheet of “Talking about the Future”	145
Appendix H Interview Questions	146
Appendix I Letter of Authorization	147


 List of Tables
Table 2.1 The Differences in Teacher Roles in the Conventional Educational Context and Blended Learning Environment	16
Table 3.1 The Participants’ Extra-curricular English Learning Experiences in Cram Schools	35
Table 3.2 Comparisons between the Conventional Classroom Context and the LiveABC-driven Context	38
Table 3.3 Overall Research Period	46
Table 3.4 The Learning Process of Each Unit	47
Table 4.1 The Paired Samples T-test Results of the Pre- and Post-tests	56
Table 4.2 The Paired Samples T-test Results of the Improvement in the VLC, VMC, and RC Tests	57
Table 4.3 The Paired Samples T-test Results of the Improvement of the High-, Intermediate-, and Low-EPL Participants	59
Table 4.4 The ANCOVA Results of the Post-test Scores of the High-, Intermediate-, and Low-EPL Participants	61
Table 4.5 The Paired Samples T-test Results of the Improvement of the High-, Intermediate-, and Low-EPL Participants in the VLC Test	62
Table 4.6 The ANCOVA Results of the Post-test Scores of the High-, Intermediate-, and Low-EPL Participants in the VLC Section	64
Table 4.7 The Paired Samples T-test Results of the Improvement of the High-, Intermediate-, and Low-EPL Participants in the VMC Test	64
Table 4.8 The ANCOVA Results of the Post-test Scores of the High-, Intermediate-, and Low-EPL Participants in the VMC Section	66
Table 4.9 The Paired Samples T-test Results of the Improvement of the High-, Intermediate-, and Low-EPL Participants in the RC Test	67
Table 4.10 The ANCOVA Results of the Post-test Scores of the High-, Intermediate-, and Low-EPL Participants in the RC Section	69
Table 4.11 The Paired Samples T-test Results for the SRL Scale	70
Table 4.12 The Paired Samples T-test Results of the LiveABC Scale	72
Table 4.13 The Interviewees’ Responses to the First Interview Question	74
Table 4.14 The Interviewees’ Responses to the Second Interview Question	75
Table 4.15 The Interviewees’ Responses to the Third Interview Question	76
Table 4.16 The Interviewees’ Responses to the Fourth Interview Question	77
Table 4.17 The Interviewees’ Responses to the Fifth Interview Question	78
Table 4.18 The Interviewees’ Responses to the Sixth Interview Question	79
Table 5.1 Research Question 2 - The Detailed Analyses of the LiveABC Users’ Learning Effects after the LiveABC Instruction	94
Table 5.2 The Participants’ Mean Scores in the Three Test Sections	95
Table 5.3 The Mean Scores of the High-, Intermediate-, and Low-EPL Participants	97
Table 5.4 The Mean Scores of the High-, Intermediate-, and Low-EPL Participants in the VLC, VMC, and RC tests	99
Table 5.5 Items 01, 02, 10, 11, and 12 in the SRL Scale	101
Table 5.6 Items 03, 04, 05, 07, 08, 09, 13, and 14 in the SRL Scale	103
Table 5.7 Items 06 and 15 in the SRL Scale	104
Table 5.8 Items 01, 02, 03, 04 and 06 in the LiveABC Scale	105
Table 5.9 Items 09, 10 and 11 in the LiveABC Scale	106
Table 5.10 Items 12 and 13 in the LiveABC Scale	106
Table 5.11 Items 05, 07, 08 and 14 in the LiveABC Scale	107
Table 5.12 Items 15 in the LiveABC Scale	108
Table 5.13 The Interview Questions	108


List of Figures
Figure 1.1 Different Learning Sections on LiveABC	3
Figure 1.2 Video Learning Mode	4
Figure 1.3 Text-based Learning Mode	5
Figure 1.4 Testing Mode	6
Figure 2.1 Changes in the Role of the Teacher in the LiveABC-driven Lessons	16
Figure 2.2 Model of Interactivity When Using LiveABC (adapted from Muirhead & Juwah, 2004)	20
Figure 2.3 The Personal, Behavioral, and Environmental Influences of the Social Cognitive Model (adapted from Wang & Wu, 2008)	24
Figure 2.4 A Model of the LiveABC-driven Self-regulated Learning (adapted from Boom et al., 2007)	26
Figure 3.1 The Flow Chart of the Experimental Procedure	45
Figure 4.1 The Group Members in Group 9 and 10	83
Figure 4.2 The Group Members in Group 5	83
Figure 4.3 S21was the Most Diligent Low-EPL Participant	85
Figure 4.4 The Participants were Looking up the Meanings of the New Words	87
Figure 4.5 The Participants were Reading the New Words Altogether	87
Figure 4.6 The Standing Participants were Ready to Pronounce the Given Words	89
Figure 4.7 The Researcher Walked Around to Solve the Learners’ Problems	90
Figure 4.8 S30 Concentrated on the Content	91
Figure 4.9 The Participants were Reviewing the Course Content	92
                                    

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