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研究生：	林芳伃 Lin, Fang-Yu
論文名稱：	行動裝置輔助練習對於台灣青少年單字學習與聽力理解的效果 The Effectiveness of Mobile-Assisted Exercises on Taiwanese EFL Adolescents' Vocabulary Learning and Listening Comprehension
指導教授：	林至誠 Lin, Chih-cheng
口試委員：	曾俊傑 Tseng, Jun-Jie 尤雪瑛 Yu, Hsueh-Ying 林至誠 Lin, Chih-Cheng
口試日期：	2022/04/22
學位類別：	碩士 Master
系所名稱：	英語學系 Department of English
論文出版年：	2022
畢業學年度：	110
語文別：	英文
論文頁數：	94
中文關鍵詞：	以英語為外語的聽力理解、單字輔助、行動裝置輔助練習
英文關鍵詞：	EFL Listening comprehension, vocabulary support, mobile-assisted exercises
研究方法:	實驗設計法
DOI URL：	http://doi.org/10.6345/NTNU202200456
論文種類：	學術論文
相關次數：	點閱：81 下載：35
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許多研究已證實英文單字對於英文聽力的重要性，但不同類型的單字輔助對於聽力理解
的效果未能有一致的結論。另一方面，隨著科技發展，越來越多研究顯示使用手機對於英語學習的幫助，且外語學習者對於行動裝置輔助學習持有正面的態度。因此本研究旨在探究行動裝置輔助的單字與聽力練習，是否有助於台灣青少年外語學習者的單字學習與聽力理解能力，並探討學生對於行動裝置輔助練習的感知。
參與本研究的受試者為北台灣某高中的三個班級，共115 名高二學生，分為實驗組一、
實驗組二與控制組。實驗組學生接受一學期的單字與聽力練習，但只有實驗組一的學生需要在課後做額外的聽力練習，控制組學生並未接受練習。研究資料取自實驗前後的聽力與單字測驗以及實驗後的訪談內容。
研究結果顯示行動裝置輔助的單字與聽力練習對於實驗組一學生的聽力理解和單字學習
有顯著的效果，但是對於實驗組二的學生並無顯著影響，然而兩組實驗組學生對於行動裝置輔助練習皆持有正向的態度。本研究再次證實單字對於聽力的重要性，而影響單字學習的重點之一為單字的發音，了解單字的發音不僅對單字學習有很大的影響，更可讓學生在英文聽力過程中辨認出自己學過的單字，進而增進聽力理解能力。

Many studies have proven that English vocabulary is important for English listening. However, the results of different kinds of vocabulary support on listening comprehension have been inconclusive. On the other hand, with the development of technology, more and more studies have revealed that the use of mobile phones benefits English learning. EFL learners also hold a positive attitude towards mobile-assisted learning. Therefore, this study aims to investigate whether the mobile-assisted vocabulary and listening exercises help improve Taiwanese EFL adolescents’ vocabulary learning and listening comprehension and to explore students’ perceptions of mobile-assisted exercises.
Participants in the study were from three intact classes in a senior high school in Northern Taiwan. One hundred and fifteen 11th graders were divided into experimental group one, experimental group two and control group. Experimental group one and two received the semester-long vocabulary and listening exercises, but only students in experimental group one have to do the after-class listening exercises. Students in the control group didn’t receive the exercises. Research data were collected through the listening and vocabulary tests that were implemented before and after the treatment and the semi-structured interview after the experiment.
Results showed that the mobile-assisted vocabulary and listening exercises have a significant effect on the listening comprehension and vocabulary learning of students in experimental group one, but it does not have a significant influence on students in experimental group two. However, both groups of students have a positive attitude towards the mobile-assisted vocabulary and listening exercises. The study again confirmed that vocabulary knowledge is important to listening comprehension. One of the key factors in vocabulary learning is the pronunciation of words. Realizing how words are pronounced not only has a great impact on vocabulary learning, but also enables students to recognize the words they have learnt in the listening process and thus further enhances their listening comprehension ability.

CHAPTER ONE INTRODUCTION 1
1.1 Background and Motivation 1
1.2 Research Questions 3
1.3 Significance of the Study 4
CHAPTER TWO LITERATURE REVIEW 6
2.1 L2 Listening 6
2.1.1 L2 Listening Comprehension 7
2.1.2 Difficulties in L2 Listening Comprehension 9
2.1.3 L2 Listening Instruction 12
2.2 Vocabulary and Listening 14
2.2.1 Vocabulary Knowledge 14
2.2.2 Vocabulary Knowledge and L2 Listening Comprehension 17
2.2.3 Studies of Vocabulary Learning on Listening Comprehension 19
2.3 Mobile-assisted Listening and Vocabulary Learning 23
2.3.1 Definition and Theoretical Background of Mobile Learning 23
2.3.2 Studies of Mobile-assisted Language Learning 25
2.3.2.1 Studies of Mobile-assisted Learning on Listening Comprehension 26
2.3.2.2 Studies of Mobile-assisted Learning on Vocabulary Acquisition 28
2.3.2.3 Studies of Learners’ Perceptions of Mobile-assisted Language Learning 31
2.4 The Present Study 33
CHAPTER THREE METHODS 36
3.1 Research Design 36
3.2 Participants 36
3.3 Materials 37
3.3.1 Online Listening Materials 37
3.3.2 Vocabulary Textbook and PowerPoint Slides 38
3.4 Instruments 39
3.4.1 The General English Proficiency Test  39
3.4.2 Vocabulary Size Test  39
3.4.3 Interview 41
3.5 Procedure 41
3.6 Data Analysis 44
CHAPTER FOUR RESULTS 45
4.1 Results of the English Listening Proficiency Pretest and Posttest 45
4.2 Results of the Vocabulary Pretest and Posttest 48
4.3 Analysis and Synthesis of the Semi-structured Interview 51
CHAPTER FIVE DISCUSSION 62
5.1 Listening Comprehension 62
5.2 Vocabulary Knowledge 64
5.3 Participants’ Perceptions of Mobile-assisted Listening and Vocabulary Learning 65
CHAPTER SIX CONCLUSION 68
6.1 Summary of Findings 68
6.2 Pedagogical Implications 70
6.3 Limitations of the Present Study and Suggestions for Future Research 71
REFERENCES 73
APPENDICES 78
Appendix A Sample listening transcript of the in-class and after-class listening exercises 78
Appendix B In-class and after-class listening exercises in Google Form 79
Appendix C Vocabulary word list 81
Appendix D Vocabulary PowerPoint slides 82
Appendix E Quizlet vocabulary sets and practices 83
Appendix F Quizizz vocabulary exercises 84
Appendix G Listening section of the intermediate level General English Proficiency Test (GEPT) 85
Appendix H Vocabulary Size Test (VST) 93
Appendix I Interview questions (Chinese version) 94
Appendix J Interview questions (English version) 94
                                

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