Yu Fu-Yun, Chang Yu-Ling, Wu Hui-Ling
1Institute of Education, National Cheng Kung University, No. 1, University Rd, Tainan City, 701 Taiwan.
Hsin-Chung Elementary School, No. 30, Hsing-jhong, Chia-Yi County Taiwan.
Res Pract Technol Enhanc Learn. 2015;10(1):24. doi: 10.1186/s41039-015-0023-z. Epub 2015 Nov 19.
Recognizing the potential of online student question-generation to engage language learners in communicative activities and use the target language in a personally meaningful way for language and learning motivation development, an experimental study examining the English learning effects of this approach, in comparison to an online drill-and-practice strategy, was conducted. A quasi-experimental research design was adopted. Four sixth-grade classes ( = 106) participated in this study and were randomly assigned to different treatment groups. An online learning system supporting the various learning activities was adopted. The results of analysis of covariance (ANCOVAs) showed that students in the online student question-generation group performed significantly better in English assessments and exhibited higher learning motivation than those in the contrast group. The significance of this study and suggestions for instructional implementation and future works are also presented.
认识到在线学生提问在促使语言学习者参与交际活动以及以个人有意义的方式使用目标语言以促进语言和学习动机发展方面的潜力，开展了一项实验研究，将这种方法与在线操练策略相比较，检验其对英语学习的效果。采用了准实验研究设计。四个六年级班级（n = 106）参与了本研究，并被随机分配到不同的处理组。采用了一个支持各种学习活动的在线学习系统。协方差分析（ANCOVAs）结果表明，在线学生提问组的学生在英语评估中表现明显更好，并且比对照组的学生表现出更高的学习动机。还阐述了本研究的意义以及对教学实施和未来工作的建议。
