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研究生： 劉恣惠
Liu, Zih-Hui
論文名稱： 建構英文學習網站之多面向評量準則—以大學生使用族群為例
Constructing Multidimensional Evaluation Criteria of English Learning Websites for University 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
Department of Foreign Languages and Literature
論文出版年： 2009
畢業學年度： 97
語文別： 英文
論文頁數： 146
中文關鍵詞： 輔助教學 、英文學習網站 、評量準則 、網站使用性 、科技整合
外文關鍵詞： evaluation criteria, English learning websites, web usability, technology integration, four language skills, learner preferences, language areas, learning materials
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    • 個人電腦和網際網路的普及化，無疑對現今的世界帶來了巨大的變化，而電腦與不同專業領域的結合，也激發了不同的創意，進而帶來新的契機！語言學習與電腦的結合，正是一例；這樣的跨領域合作，同時也促進了語言學習網站的發展與增加，尤其是以外語學習網站為大宗。在台灣，英文是教育部規定的官方外語，使用英文學習網站學英文，對台灣的學生而言，也並不完全陌生。然而，與日俱增的英文學習網站的數量與其網站品質並不一定能劃上等號，對英文學習網站的使用者而言，選擇一個高品質且合適的網站，似乎不是一件易事。因此，本研究旨在建構英文學習網站的多面向評量準則，所謂的多面向評量準則，則是研究者考量下列相關概念，所衍生之準則─網站使用性、學習教材、協助語言學習功能，科技整合，及學習者偏好。
    為了達到此一目的，本研究採用四階段式的研究流程，進而衍生及篩選評量準則。在第一階段，研究者針對先前文獻及自身經驗，建立初步的評量準則。在第二階段，研究者鎖定有英文學習網站半年以上使用經驗的大學生為主要研究對象，利用線上問卷系統，詢問他們對初步評量準則的重要性的偏好為何，在此階段，研究者共蒐集到160份有效問卷。在第三階段，研究者針對問卷結果，進行專家訪談，進而篩選掉重要性偏低的評量準則。因為英文學習網站為跨領域與跨學科的結合成果，研究者一同邀請3位英語教學老師以及4位電腦輔助教學專家，進行訪談，以期得到更全面性的分析。最後，在第四階段，研究者將統整第二階段的問卷結果和第三階段的訪談結果，篩選評量準則，並進而建構英文學習網站的多面向評量準則。此外，有鑑於評量準則的使用及評量結果判定有相當的難度，因此研究者也提供了英文網站的評量示範及評量結果說明，以供參考。
    本研究結果，不單只是建構英文學習網站的評量準則，同時也指出了英文學習網站的架構是多層次及多面向，因此，整合各方相關概念所衍生的評量準則，不但有其重要性，同時對於老師或學生評量及選擇英文學習網站這方面，才能有效率更有效益。

    The widespread use of computers and the Internet has naturally had effects on the practices of English language learning and teaching. One aspect of this is the rapid proliferation of language learning websites. However, one problem is that are as yet no firm criteria to evaluate such websites, making it difficult for learners to decide which best suit their needs (Yang & Chan, 2008). Although Yang and Chan noted that many researchers have constructed evaluation guidelines for English learning websites, they also reported that these are often inadequate.
    Therefore, the main purpose of this study is to construct a multidimensional set of criteria to help learners and teachers evaluate the quality of English learning websites. In addition, these evaluation guidelines should be derived under the consideration of web usability, learning materials, functionality of assisting language learning, technology integration, and learner preferences. In order to achieve this goal, the researcher conducts a four-phase procedure and utilizes both qualitative and quantitative research methods to construct and refine the evaluation criteria.
    In the first phase, the researcher synthesized and established a preliminary set of evaluation criteria based on the review of previously related studies. In the second phase, an online survey was distributed in order to obtain information on English learning website users’ preferences towards the preliminary set of evaluation criteria. The participants were college students with more than six months of experience in using English learning websites. After the distribution of the online questionnaire, the researcher received 160 valid surveys. In the third phase, the researcher recruited seven experts to discuss the survey results. Three of them came from the English learning and teaching field, while the other four were computer-assisted language learning (CALL) experts. In the fourth phase, the researcher validated and finalized the evaluation criteria based on both experts’ and participants’ opinions. In addition, when evaluating existing English learning websites, there is a degree of difficulties to apply the derived criteria and explain what the result indicates. Therefore, the researcher also provided a demonstration of evaluating an existing English learning website with the derived criteria and the explanation of what the result indicated.
    It is expected that the present study can bring forth a multidimensional set of evaluation criteria derived from the notions of web usability, learning materials, functionality of assisting language learning, and technology integration. In addition, the results of the study not only lead to the construction of the evaluation criteria, but also a prove that since the structure of English learning websites is multi-layered and diversified, such a multidimensional set of criteria is necessary for their evaluation.

    Abstract (Chinese) i Abstract (English) iii Acknowledgement v Table of Contents vi List of Tables xi List of Figures xv CHAPTER ONE INTRODUCTION 1 Background of the Study 1 The Importance of Deriving an Integrated Set of Evaluation Criteria for English Learning Websites 3 Purpose of the Study 4 Significance of the Study 5 Definition of Terms 6 CHAPTER TWO LITERATURE REVIEW 8 Second/Foreign Language Learning and Teaching 8 Second Language Acquisition (SLA) 9 Second Language Teaching Methods 9 Linguistic Competence and Communicative Competence 10 Four Language Skills and Major Language Areas 12 The Standards of the American Council on the Teaching of Foreign Languages (ACTFL) for Foreign Language Learning 12 Classroom Culture of SLA and Vygotsky’s Sociocultural Theory 14 English Learning and Teaching in Taiwan 15 Internet-based Technology Integrated in SLA Curricula 18 General Categorization of Internet-based Technology (IBT) 18 The Reason for Integrating IBT in SLA Curricula 20 The Innovation of Technology and Its Impact on SLA 21 The Incorporation of English Learning Websites in English Courses in Taiwan 23 Evaluation of Language Learning Websites 24 Web usability 24 Evaluation of Learning Materials 28 Language Leaner’s Preferences and Satisfaction 32 The Advantages and Disadvantages of Online Survey Research 34 Research questions 36 CHAPTER THREE METHODOLOGY 38 Research design 38 Phase I— Synthesizing and Establishing a Preliminary Set of Evaluation Criteria Based on a Review of the Literature 40 The Classification of Variables for the Construction of Evaluation Criteria 42 Evaluation Criteria for Web Usability 44 Evaluation Criteria for Learning Materials 45 Evaluation Criteria for English Learning Websites’ Functionality With Regard to Assisting Language Learning 46 Evaluation Criteria for Technology Integration 48 Phase II—A Survey of English Learning Website Users 49 Participants 49 Data Analysis 49 Phase III—Discussions with Experts 50 Participants 51 Data Instruments 52 Data Analysis 53 Phase IV—finalizing the evaluation criteria for English learning websites 53 CHAPTER FOUR RESULTS AND FINDINGS 54 Synthesizing and Establishing a Preliminary Set of Evaluation Criteria Based on a Review of Related Studies—Samples of the Derivation of Evaluation Criteria 55 RQ-1.1: Based on related studies and learner preferences, what are the evaluation criteria for the web usability of English learning websites? 55 RQ-2.1: Based on the notion of the four language skills, major language areas, ACTFL’s Standards for Foreign Language Learning (1996), and learner preferences, what are the evaluation criteria for the learning materials presented in English learning websites? 56 RQ-3.1: Based on related studies and learner preferences, what are the evaluation criteria for English learning websites’ functionality in assisting language learning? 58 RQ-4.1: Based on related studies and learner preferences, what are the evaluation criteria for the technology integrated in English learning websites? 59 Conducting a Survey to Obtain the Opinions of English Learning Website Users About the Preliminary Set of Evaluation Criteria 60 The Reliability and Validity of the Survey and Results 60 The Analysis of the Survey Results 62 Background Information on the Participants 62 The Preservation of the Preliminary Evaluation Criteria in Responding to RQs-1.2, 2.2, 3.2, and 4.2 64 Pearson Chi-square Analysis for the Criteria that Less than 60% of the Participants Considered Important 67 Discussion with Experts on the Selection and Elimination of the Evaluation Criteria 71 The Revision and Finalization of Evaluation Criteria for English Learning Websites in Response to RQ-5 80 The Two Major Types of English Learning Websites 80 RQ-5: Taking both the website users’ and experts’ opinions into consideration, what are the refined and finalized evaluation criteria for web usability, learning materials, functionality, and technology integration of English learning websites? 81 CHAPTER FIVE DISCUSSION AND CONCLUSION 90 A Multi-layered and Multi-dimensional Combination— The Tree Structure of English Learning Websites 91 The Multi-dimensionality and Flexibility of Evaluation Criteria 93 The Reliability of Survey Results and How to Reduce the Rate of Invalid Responses to an Online Survey 95 The Tendency of Online Learners Being Isolated Learners 97 Most Website Users’ Perceptions of English Learning Websites 99 English Learning Websites for Fun or Learning/ for Young or Adult Learners 101 Evaluation Criteria in Real Use—Demonstration of Evaluating Existing English Learning Websites 104 Conclusions 109 Limitation of the Study 110 Recommendations 110 Recommendations for Practitioners and English Teachers 110 Recommendations for Website Sponsors and Website Managers 112 Recommendations for Further Studies 112 References 114 Appendixes 119 Appendix A: The preliminary set of evaluation criteria 119 Appendix B: The Chinese version of preliminary evaluation criteria 123 Appendix C: The complete version of survey questions 126 Appendix D: The cross tabulation regarding variables majors and school grade 137 Appendix E: Consent Form 138 Appendix F: Tables of the Range of Evaluation Criteria Passed and the Degree of Qualification Suggested by the Researcher 139 Appendix G: A Sample of the Derived Evaluation Criteria Combined with the Five-point Likert Scale 141 Appendix H: Tables of the Score Received for the evaluation of English Learning Websites and the Degree of Qualification Suggested by the Researcher 143

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