中文摘要

目前台灣的國中生極需大量的英語字彙與個別化的英語字彙學習機會，以便銜接高中英語以及適應常態班級學習。前人的研究指出，閱讀與讀寫活動有助字彙學習，而近年興起的科技融入教學更是被寄予厚望。吾人期待，利用課程管理系統進行線上閱讀與線上讀寫活動能有效增進字彙學習，並營造適合不同語言程度學生的學習機會。
因此，本研究旨在確認，相較於在教室接受教導，透過Moodle進行線上閱讀與讀寫活動學習字彙的成效如何。
研究對象為34名九年級生，實驗組17人，控制組17人。兩組學生依其英語程度又分為低、中、高三組，以便進一步探討本實驗課程對不同程度學生的影響。實驗組學生在線上閱讀活動中，藉著線上字典的輔助完成線上閱讀、線上作業與線上閱讀測驗；而控制組則在一般教室接受教師講解文章與單字字義，並以口語問答完成閱讀理解測驗。在線上讀寫活動中，實驗組學生勾選線上問卷、完成線上閱讀、線上作業，並根據所讀內容在討論區發表評論，必要時藉著線上字典的輔助完成上述活動；控制組學生則接受教師講解文章與單字，並以口頭討論方式發表評論。所有實驗課程設計目的在於鼓勵學生透過線上活動，獨立自主學習字彙。
本研究透過描述統計、二因子變異數分析、獨立樣本t檢定與差數大小對學生字彙測驗成績進行量性分析，且以問卷探討學生對於透過Moodle進行線上閱讀與讀寫活動學習字彙的觀感。研究結果顯示，透過Moodle線上閱讀活動學習字彙的成效雖與一般字彙教學成效無異，卻有助於中、高程度學生長期字彙記憶，尤其是高程度學生。透過Moodle的線上讀寫活動，單字翻譯測驗顯示，中等程度學生表現明顯優於控制組； 而克漏字測驗顯示，中、高程度學生的字彙學習優於控制組，尤其是高程度學生。因此推測，透過Moodle的線上讀寫活動，格外加強高程度學生推測單字意義的能力。然而，兩種活動均未能使低語言程度學生特別獲益。根據問卷調查與晤談結果顯示，學生對此線上課程多抱持肯定態度。

Abstract
The purpose of this study was to investigate the effect of learning vocabulary through online reading and reading-writing activities in Moodle (Modular Object-Oriented Dynamic Learning Environment).
The participants were 34 ninth graders selected from two classes. 17 participants forming the experimental group engaged in online reading and reading-writing activities in the lab. 17 participants forming the control group received the traditional EFL instructions in classroom. Participants in each group were further categorized into high, intermediate and low groups to explore the impact of the proposed course on learners at different language proficiency levels. Descriptive statistics were employed to compare the effect of different treatments, and independent samples t-test was used to determine statistical significance. Besides, two-way ANOVA was used to detect group-by-level interactions. To reinforce the validity of the study, a questionnaire and interviews were given to probe to the participants’ perceptions of the proposed online course.
Results of the study showed (1) the high achievers and intermediate achievers who learned through online reading in Moodle performed better in vocabulary retention, (2) the intermediate achievers who learned through online reading-writing performed better in vocabulary learning, (3) the high achievers’ inferring skills seemed to be improved through online reading-writing, (4) the low achievers did not benefit from the online course in Moodle, and (5) a questionnaire and interviews revealed that the participants’ attitude toward learning vocabulary through online reading and reading-writing activities in Moodle was positive.

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