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Author: 王伯羽
Sone, Saya
Thesis Title: 從認知參與理論的角度:設計敏捷看板以增強漢語詞彙和句子的學習
Designing Agile Kanban to Enhance Learning Chinese Vocabulary and Sentences: From the Cognitive Engagement Theory Perspective
Advisor: 洪榮昭
Hong, Jon-Chao
Committee: 洪榮昭
Hong, Jon-Chao
張瓅勻
Chang, Li-Yun
余佩珊
Yu, Pei-Shan
Approval Date: 2024/06/20
Degree: 碩士
Master
Department: 華語文教學系海外華語師資數位碩士在職專班
Department of Chinese as a Second Language_Online Continuing Education Master's Program of Teaching Chinese as a Foreign Language
Thesis Publication Year: 2024
Academic Year: 112
Language: 英文
Number of pages: 148
Keywords (in English): Kanban, Agile, Visual Learning, Kanban Flow, Cognitive Engagement Theory
Research Methods: 次級資料分析調查研究紮根理論法比較研究文件分析法敘事分析深度訪談法
DOI URL: http://doi.org/10.6345/NTNU202401150
Thesis Type: Academic thesis/ dissertation
Reference times: Clicks: 67Downloads: 11
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  • This research integrates Agile Kanban with Cognitive Engagement Theory (CET) to enhance Chinese language acquisition, focusing on vocabulary and sentence structures. Combining Agile Kanban's visual and adaptive capabilities with CET's dynamic principles creates a responsive educational model. This model breaks learning tasks into manageable units on an Agile Kanban board, allowing learners to progress smoothly from simple to complex topics. Students move tasks and participate in activities like vocabulary enhancement and conversational practice. Continuous feedback from self-assessments and guidance fosters ongoing improvement. The model supports self-directed learning, enabling personalized educational paths. It recognizes the non-linear nature of learning, allowing for adjustments to address challenges. Agile Kanban's collaborative nature promotes group discussions and peer reviews, integrating spaced repetition to optimize long-term retention.

    This study examines Agile Kanban's impact on students' working memory and learning outcomes in Chinese language acquisition. Agile Kanban optimizes cognitive processing by breaking down tasks, reducing overload, and enhancing retention. The study compares Agile Kanban's effectiveness against traditional methods using pre-tests, post-tests, surveys, interviews, and observation. Course materials and digital tools are selected to align with Agile Kanban principles, ensuring continuous adaptation to learners' needs. The goal is to validate Agile Kanban's effectiveness in improving learner engagement and achievement in Chinese language learning.
    Overall, integrating Agile Kanban with CET significantly enhances the efficiency and effectiveness of learning Chinese. This adaptable model supports active participation and continuous improvement, making it suitable for various educational contexts.

    Table of Content Acknowledgment i Dedication ii Abstract iii Table of Content iv List of Table viii List of Figure ix Chapter 1 Introduction 1 1.1 Research Background 1 1.2 Purpose of the Study 3 1.3 Research Question 5 1.4 Hypotheses of the Study 6 1.5 Agile Kanban Overview 9 1.6 Key Terms Clarification 11 1.7 Limitation and Delimitation of the Research 15 1.8 Significance of the Study 16 Chapter 2 Literature Review 19 2.1 Overview of Previous Research 19 2.2 Cognitive Engagement Theory 21 2.3 Strategy for Teaching Vocabulary and Sentence 22 2.4 Agile Concept 24 2.5 Agile in Education 25 2.6 Kanban Method 25 2.7 Agile Kanban and CET Integration 27 2.8 Kanban Enhances Working Memory 28 2.9 Kanban's Impact on Short- and Long-Term Memory 29 2.10 Research on Chinese Sentence Acquisition 30 2.11 Comparing Agile Kanban and Blackboard-Based Learning 32 Chapter 3 Research Method 35 3.1 Enhancing Chinese Learning with Agile Kanban 35 3.2 Research Design 37 3.2.1 Participants and Setting 38 3.2.2 Instructional Activity 38 3.2.3 Agile Kanban in Classroom 38 3.2.3.1 Kanban Workflow 38 3.2.3.2 Exit Policy 43 3.2.4 Pre- and Post-Comparison Design 51 3.2.5 A Classroom Observation Study 52 3.3 Research Procedure 54 3.3.1 Data Collection 54 3.3.2 Course Material Selection 55 3.3.3 Tool Selection 56 3.3.4 Course Instructional Design 57 Chapter 4 Research Result 61 4.1 Quantitative Finding 61 4.1.1 Quantitative Data Analysis - Gender 61 4.1.2 Quantitative Analysis of Years of Learning Chinese 63 4.1.3 Weekly Chinese Practice Frequency Analysis 65 4.1.4 Quantitative Data Analysis - Family Language 67 4.1.5 Pre- and Post-Test Scores Analysis 68 4.2 Qualitative Analysis of Interview Result 72 4.2.1 Analysis Procedure of Interview Result 72 4.2.1.1 Interview Procedure 73 4.2.1.2 Interview Question 73 4.2.1.3 Ethical Consideration 77 4.2.1.4 Data Saturation 78 4.2.1.5 Sample Interview Script 78 4.2.2 Agile Kanban and CET: Enhancing Student Engagement 81 4.2.2.1 Step One: Examine the Effectiveness of Agile Kanban in Language 81 4.2.2.2 Step Two: Uncovering Themes in Chinese Learning with Kanban & CET 83 4.2.2.3. Step Three: Group Similar Themes into Thematic Network 85 4.2.2.4 Step Four: Deeper Exploration of the Thematic Network 89 4.2.2.5 Step Five: Summarize Networks to Extract Key Insight 92 4.2.2.6 Step Six: Assess the Impact of Identified Pattern 94 4.3 Evidence from Classroom Observation 95 4.4 A Comparative Learning Analysis 97 4.5. Improve Vocabulary and Sentence Construction 99 4.5.1 Enhanced Learning Approach 99 4.5.2 Potential Outcome 100 4.6. Boosting Engagement and Performance 101 4.6.1 Integration Effect 101 4.6.2 Advancing Chinese Mastery 102 Chapter 5 Conclusion and Suggestion 105 5.1 Conclusion 105 5.1.1 Research Summary 105 5.1.2 Research Challenges and Deep Learning 106 5.2. Impact on Interest in Learning Chinese 107 5.2.1 Agile Kanban and Cognitive Engagement Theory 107 5.2.2 Agile Kanban Impacts on Learning Chinese 108 5.2.3 Ramification 109 5.2.4 Limitation 111 5.2.5 Future Study 112 Reference 115 Appendix 131 Appendix 1 Student Survey (Continued) 131 Appendix 2 Student Interview Response 133 Interviewee: Participant A 133 Interviewee: Participant B 135 Interviewee: Participant C 139 Interviewee: Participant D 142 Appendix 3 Let’s Learn Chinese Book 5 Lesson 5 Vocabulary 146 Appendix 4 Sample Vocabulary and Sentence Test 147 Appendix 5 Statement of Consent 148

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