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研究生：	曹瑋勻 Tsao, Wei-Yun
論文名稱：	高職生電腦輔助聽力測驗之效益研究-以台南海事高職為例 The Effect of Computer-Assisted Listening Comprehension Tests on Tainan Marine and Fishery Vocational High School Students
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：	2009
畢業學年度：	97
語文別：	英文
論文頁數：	173
中文關鍵詞：	高職英語教學、電腦輔助語言測驗、英語聽力、聽力測驗、線上測驗
外文關鍵詞：	English teaching in vocational high school, English listening comprehension, online testing, Computer-Assisted Language Testing, listening comprehension tests
相關次數：	點閱：86 下載：4
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近二十年來，電腦對英語教學與測驗的影響至鉅。在英文聽力的教學與測驗上，電腦整合網際網路為師生開啟了方便且多元的學習情境。傳統的紙筆聽力測驗因受限於單一時間和地點，學生實際的聽力理解程度難以確定。此外，台灣高職生英語聽力的學習常被忽略，因此造成英語學習動機和英文程度的低落。許多專家學者曾探討過英語聽力學習的策略和動機，鮮少研究探討電腦聽力測驗對台灣高職生的影響。因此，本研究主要的目的旨在運用電腦聽力題庫，探討電腦聽力測驗對台灣高職生英語聽力的影響和成效。此外，英語聽力高程度者和低程度者對於這創新的電腦聽力測驗與傳統紙筆的聽力測驗和學習的看法，在文中亦會進行比較和分析。
本研究主要包含兩個階段：第一階段為題庫的建立與測驗的施測，第二階段為問卷調查。測驗題庫的分類與難度是採取由下而上的聽力學習理論，分五大題：（1）聽聲辨字（2）聽句子選詞彙（3）問與答（4）簡短對話（5）語意理解。研究對象為九十九位台南市一所國立高職不同英語聽力程度的一年級學生，接受四次不同的電腦聽力測驗。而問卷內容則主要為探究這些學生對於聽力學習的經驗與期待、接受電腦聽力測驗與傳統聽力測驗的態度與看法，以及對此電腦聽力測驗系統的建議。經由質與量的分析，本研究主要的發現摘要如下：
1. 英語聽力高、低程度者，皆期待英語聽力的能力可以提升。但只有高程度者，認為英語聽力策略的學習是必要的，且對英語聽力的問題與困難感興趣。
2. 英語聽力高程度學生，電腦聽力測驗的成績高於低程度者，且測驗結果有一致性。而低程度者，測驗結果差距很大，沒有一致的表現。
3. 在較難的電腦聽力測驗題，如「問與答」與「簡短對話」，英語聽力高程度學生的表現優於低程度者。而最難的「語意理解」題，兩組學生表現都不理想。
4. 高、低程度學生們一致喜歡簡單的題目，如「聽聲辨字」和「聽句子選詞彙」。換句話說，題目愈簡單，愈能提升學生英語聽力的動機。
5. 雖然不同程度學生在電腦聽力測驗的表現有差異，但是高、低程度兩組學生們對此電腦聽力測驗的態度及看法是正面且相當雷同的。
6. 高、低程度學生都滿意在電腦聽力測驗上的表現，而且皆認為電腦測驗的結果與紙筆測驗所測的聽力程度吻合。
本研究的發現可當作英語教師針對高職生英語聽力學習與測驗的參考，期望未來不同英語聽力程度學習者能在此電腦聽力測驗結果知曉後，能找出英語聽力的弱點和加強聽力的知識。

Recent advances in technology have led to a new era in computer-assisted language tests. Language tests play a significant role in helping both instructors to evaluate students’ performance and learners to diagnose their own learning defects. English listening comprehension is one of the fundamental language skills, but little research has been done on computer-assisted testing of listening comprehension (Chapelle, 2001), although a considerable amount of work has been conducted on listening comprehension strategies. Some systems of computer-assisted language testing have been developed to access advanced-level testees, like the TOEFL CBT. In this study, a more general computer-assisted listening comprehension testing (CALCT) system was designed for vocational high school students in Taiwan. The main purpose of this study is to explore the effect of the computer-assisted listening comprehension tests (CALCT) with a test item bank on the high proficiency level (HPL) and the low proficiency level (LPL) vocational high school students. Additionally, students’ perceptions of traditional pen-and-paper listening comprehension tests and the CALCT were also compared and analyzed.
The main process in the study included the calibration of a listening task item bank and a questionnaire survey. This test design was based on the notion of ‘bottom-up primacy’ in the process of listening comprehension learning. There are five types of listening tasks: (a) word discrimination, (b) phrase recognition, (c) question and answer, (d) short conversation, and (e) sentence statement. A total sample of 99 testees of different listening comprehension proficiency levels were selected from the first grade at a national vocational high school in Tainan. According to their listening comprehension abilities, all the participants were divided into two groups and took the CALCT. The survey was used to collect the data on the participants’ experiences and opinions of the learning and testing of listening comprehension. Performances with and perceptions of the CALCT were compared between the HPL and the LPL groups. The findings are summarized as follows:
1. Both the HPL (high proficiency level) and LPL (low proficiency level) students wanted to improve their listening comprehension, but only the HPL group acknowledged the importance of learning listening comprehension strategies and were interested in learning more about their abilities and problems in listening comprehension.
2. The HPL students performed better and more consistently in the CALCT, while the LPL students’ performance varied each time.
3. In the moderately difficult tasks, such as “question and answer” and “short conversation,” the HPL students got higher scores than the LPL ones. But in the most difficult task, “sentence statement,” both groups answered few items correctly.
4. Both groups of students favored the easier tasks, such as “word discrimination” and “phrase recognition.” That is to say, the easier the tasks are, the more motivation is raised.
5. All the students in the study had positive attitudes and similar perceptions of the CALCT when compared with traditional pen-and-paper tests, although their performances differed because of different proficiency.
6. Both the HPL and LPL groups were pleased with their performances on the CALCT, which were similar to those performances achieved on traditional pen-and-paper tests.
The findings of this study serve as significant references for EFL instructors when teaching listening comprehension and constructing listening comprehension tests, especially for lower-intermediate learners. After using the e-testing platform, learners can address their weaknesses and further enhance their abilities in listening comprehension.

TABLE OF CONTENTS

Abstract (Chinese)                                                         i
Abstract (English)                                                        iii
Acknowledgements                                                       v
Table of Contents                                                        vi
List of Tables                                                            xi
List of Figures                                                          xiv

CHAPTER ONE  INTRODUCTION                                  1
    Background and Motivation for the Study                                  1
         English Teaching and Learning in Taiwan and at Vocational High Schools     2
         Language Testing in Taiwan                                         5
        Computer Language Learning and Testing                              7
        Listening Comprehension Instruction                                  9
   Statement of the problem                                               11
   Purpose of the Study                                                  12
   Significance of the Study                                              13
   Definition of the Terms Used in the Study                                 14
CHAPTER TWO  LITERATURE REVIEW                        16
Listening Comprehension                                              16
Taxonomies of Listening Comprehension Sub-skills                     18
Assessment of Listening Comprehension                              24
     Learners’ English Listening Comprehension Learning and its Problems in Taiwan                                                         30
       Computer-based Testing                                               33
	 Computer-assisted Language Testing (CALT)                          37
     Review of Programs with CALT            				           38
       Computer-assisted Testing (CAT) for English in Taiwan                     40
       Summary                                                          43
Research Questions	                                                   44
                                  
CHAPTER THREE  METHODOLOGY                        46
        Participants                                                        46
        Instruments                                                        48
                 The Online CALCT                                               49
	     The CALCT Item Bank                                            50
	     Two Sets of Questionnaires                                        56
A Simulated General English Proficiency Test (SGEPT)                 59
       Procedure                                                          59
      Data Analysis                                                        62

CHAPTER FOUR  RESULTS AND FINDINGS                      64
    Students' Responses to the Questionnaire SLCL                             68
         Question 1-A                                             68
         Question 1-B                                             71
         Question 1-C                                             72
    Students’ Proficiency of English Listening Comprehension on the CALCT       77
        Question 2-A                                             78
        Question 2-B                                             80
        Question 2-C                                             83
        Question 2-D                                             84
    Students' Responses to the Questionnaire SECALCT                      89
Question 3-A                                             89
Question 3-B                                             91
Question 3-C                                             93
Question 3-D                                             94
Question 3-E                                             97
Summary                                                    101

CHAPTER FIVE  DISCUSSIONS, CONCLUSIONS, AND RECOMMENDATIONS                         104
    Discussions                                                        104
    Conclusions                                                        109
    Limitation of the Study                                               110
    Recommendations                                                   111
         Recommendations for Pedagogical Practice                           111
         Recommendations for Further Studies                               113

REFERENCES                                                      115

APPENDIXES                                                       125
    Appendix A: The Consent Form for the Participants                        125
    Appendix B: Questionnaire
Scale of Listening Comprehension Learning (SLCL) (Chinese)   126
Appendix C: Questionnaire 
Scale of Listening Comprehension Learning (SLCL) (English)   128
Appendix D: Questionnaire 
Scale of Evaluation on the CALCT (SECALCT) (Chinese)     131
Appendix E: Questionnaire 
Scale of Evaluation on the CALCT (SECALCT) (English)     134
Appendix F: Letter of Authorization                                     137    
Appendix G: A Simulated General English Proficiency Test (SGEPT)          139
Appendix H: Samples of Test Items in the CALCT       					  144
Word Discrimination                                    144
Phrase Recognition                                     146
Question and Answer                                    149
Short Conversation                                     153
Sentence Statement                                     156


LIST OF TABLES
Table
Table 2.1 Valette’s Five-Level Taxonomy of Listening Comprehension             20
Table 2.2 Freedle and Fellbaum’s Types of Item Stems and Example in a Listening        
	 Comprehension Test                                              28
Table 2.3 Comparison between Traditional Tests and CBTs                      35
Table 3.1 Numbers of Questions for Each Task                                52
Table 3.2 Sample Items for Each Listening Task and the Related Listening Skills     52
Table 3.3 An Excerpt of the SLCL Questionnaire                              57
Table 3.4 An Excerpt of the SECALCT Questionnaire                            58
Table 3.5 The Summary of the Research Procedures                            61
Table 4.1 Matrix Matching Research Questions with Survey Instrument Items       66
Table 4.2 Summary of Students’ Demographic Data                            67
Table 4.3 Mean Scores of the Three Dimensions in the Questionnaire SLCL         69
Table 4.4 Mean Scores of the Questionnaire SLCL-Dimension I                  70
Table 4.5 Mean Scores of the Questionnaire SLCL-Dimension II           72
Table 4.6 Mean Scores of the Questionnaire SLCL-Dimension III                 73
Table 4.7 Comparison of the Two Groups’ Attitudes toward Listening Comprehension Learning                                                      76
Table 4.8 All Students’ Test Results of Each Test                                79
Table 4.9 Two Groups’ Mean Scores on Each CALCT                     80
Table 4.10 Comparison of Two Groups’ Performance on Each CALCT              80
Table 4.11 Comparison of Process on Four CALCTs                             81
Table 4.12 Comparison of the HPL Group’s Performance on Four CALCTs   82
Table 4.13 Comparison of the LPL Group’s Performance on Four CALCTs           83
Table 4.14 Comparison of Five tasks between the HPL and LPL Groups            84
Table 4.15 Score of Five Listening Tasks on the CALCTs                         85
Table 4.16 The Multi-Comparison of Five Listening Tasks on Four CALCTs          87
Table 4.17 The Comparison of Five Tasks in CALCT-1: Scheffe Model in One-way
         ANOVA                                                    88
Table 4.18 The Items and Mean Scores of Dimension IV: Conception of CAT and Pen-and-Paper Test                                      90
Table 4.19 The Items and Mean Scores of Dimension V: Experience and Attitude when 
Using the CALCT                                          92
Table 4.20 The Items and Mean Scores of Dimension VI: Effect of the CALCT       94
Table 4.21 Comparison of Two Groups’ Evaluation toward CALCTs                95
Table 4.22 Comparison of Two Groups’ Evaluation on the Results and Effect of 
the CALCTs                                                    96
Table 4.23 Mean Scores of the Difficulty in Five Listening Tasks                  97

Table 4.24 Comparison of Two Groups’ Perception of the Difficulty in Five 
Listening Tasks                                              98
Table 4.25 Frequencies of Students’ Positive and Negative Suggestions             99
Table 4.26 Summary of the Results                                        102


LIST OF FIGURES
Figure
Figure 2.1 Enabling skills and enacting skills in listening                        25
Figure 2.2 Listener problems during a test                                    29
Figure 3.1 A screenshot of the listening test website                            49
Figure 3.2 A screenshot of the students’ account and name management page       50
Figure 3.3 A screenshot of the teacher’s administration page                     50
Figure 3.4 A screenshot of the front page of the students’ online test               54
Figure 3.5 A screenshot of the word discrimination task                         54
Figure 3.6 A screenshot of the phrase recognition task                         54
Figure 3.7 A screenshot of the question and answer task                         55
Figure 3.8 A screenshot of the short conversation task                          55
Figure 3.9 A screenshot of the sentence statement task                          55
Figure 3.10 A screenshot of the last item of the sentence statement task            55
Figure 3.11 A screenshot of the last page of the CALCT                          56
Figure 3.12 Flow diagram of the study                                      62
Figure 4.1 Minimum, maximum, and average of all students’ each test              79
Figure 4.2. Mean scores of each task on the CALCT                             86
                                    

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