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研究生: 林智忠
Lin, Chih-Chung
論文名稱: 線上情境化學生出題對於大專生英文文法學習之影響
The Effect of Online Contextualized Student-Generated Questions on University Students’ English Grammar Learning
指導教授: 于富雲
Yu, Fu-Yun
學位類別: 博士
Doctor
系所名稱: 社會科學院 - 教育研究所
Institute of Education
論文出版年: 2023
畢業學年度: 111
語文別: 英文
論文頁數: 283
中文關鍵詞: 學生出題情境學習英文文法教學學生出題表現英語學習
外文關鍵詞: Student-generated questions, contextual learning, English grammar instruction, SGQ task performance, English learning
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  • ABSTRACT IN CHINESE I ABSTRACT IN ENGLISH IV ACKNOWLEDGEMENT VII TABLE OF CONTENT VIII LIST OF TABLES XII LIST OF FIGURES XVI CHAPTER ONE INTRODUCTION 1  1.1 Research Background and Motivation 1  1.2 Purposes of the Study and Research Questions 10  1.3 Definitions of the Key Terms 12  1.4 Contributions of the Study 14  1.5 The Outline of the Study 16 CHAPTER TWO LITERATURE REVIEW 17 2.1 Student-generated Questions (SGQ) 17 2.2 Contextual Student-generated Questions (cSGQ) 18 2.3 Theoretical Foundation of cSGQ and SGQ Learning Activities 19 2.4 Theoretical Foundation of cSGQ-revised and cSGQ-free Learning Activities 36 2.5 Empirical Findings regarding SGQ into English Curriculums 41 2.6 Summary 45 CHAPTER THREE METHOD 48 3.1 Study 1 48   3.1.1 Participants 48  3.1.2 Research Hypotheses 49  3.1.3 Research Design 49  3.1.4 Research Procedure 52  3.1.5 The Instructional Design of Study 1 62 3.1.6 The Learning Systems 63 3.1.7 The Instruments 68 3.1.8 Data Analyses 81 3.2 Study 2 83  3.2.1 Participants 84   3.2.2 Research Hypotheses 84  3.2.3 Research Design 85  3.2.4 Research Procedure 88   3.2.5 The Instructional Design of Study 2 97 3.2.6 The Learning System 98 3.2.7 The Instruments 98 3.2.8 Data Analyses 103 CHAPTER FOUR RESULTS 104 4.1 Study 1 104 4.1.1 Results of English grammar learning Performance 104 4.1.2 Results of SGQ Task Performance 107 4.1.3 Results of the Use of Learning Strategies 113 4.1.4 Results of Learning Attitude toward English 114 4.1.5 Results of Perceived Cognitive Load 115 4.1.6 Results of the Feedback Survey 116 4.2 Study 2 124 4.2.1 Results of English grammar learning Performance 124 4.2.2 Results of SGQ Task Performance 128 4.2.3 Results of the Use of Learning Strategies 135 4.2.4 Results of Learning Attitude Toward English 137 4.2.5 Results of Perceived Cognitive Load 138 4.2.6 Results of the Feedback Survey 139 CHAPTER FIVE DISCUSSION 149 5.1 Study 1 149 5.1.1 English Grammar Learning Performance 149 5.1.2 SGQ Task Performance 151 5.1.3 The Use of Learning Strategies 155 5.1.4 The Learning Attitude toward English 157 5.1.5 The Perceived Cognitive Load 158 5.1.6 The Feedback Survey 159 5.2 Study 2 160 5.2.1 English Grammar Learning Performance 160 5.2.2 SGQ Task Performance 164 5.2.3 The Use of Learning Strategies 167 5.2.4 The Learning Attitude toward English 168 5.2.5 The Perceived Cognitive Load 169 5.2.6 The Feedback Survey 169 CHAPTER SIX CONCLUSION, IMPLICATION, LIMITATION AND SUGGESTION 172 6.1 Conclusion 172 6.2 Implication of the Present Study 174 6.3 Limitation and Suggestions for Future Studies 178 References 182 Appendices 198 Appendix A The Handouts for cSGQ and SGQ Groups for Study 1 196 Appendix B The Pre- and Post-test on English Grammar Learning Performance 213 Appendix C The Item Difficulty, Item Discrimination and Cronbach’s Alpha of the Self-developed English Grammar Learning Performance Test 224 Appendix D The Original Questionnaire 226 Appendix E The Formal Questionnaire 232 Appendix F The Summary of the Factor Analysis on the Questionnaire of Learning Strategy Use 238 Appendix G The Summary of the Factor Analysis on the Questionnaire of Learning Attitude Toward English 240 Appendix H The Questionnaire on Cognitive Load 242 Appendix I The Handouts for cSGQ-fixed, cSGQ-revised and cSGQ-free group for Study 2 245 Appendix J The Results of the Paired-sample t Test on Pre- and Post-test of the Use of Learning Strategies in Study 1 278 Appendix K The Results of the Paired-sample t Test on Pre- and Post-test of the Learning Attitude Toward English in Study 1 279 Appendix L The Results of Paired-sample t Test on Pre- and Post-test of the Perceived Cognitive Load in Study 1 280 Appendix M The Results of the Paired sample t Test on Pre- and Post-test of the Use of Learning Strategies in Study 2 281 Appendix N The Results of the Paired-sample t Test on Pre- and Post-test of the Learning Attitude toward English in Study 2 282 Appendix O The Results of the Paired-sample t Test on Pre- and Post-test of the Perceived Cognitive Load in Study 2 283

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