多媒體英語學習平台使用群眾學習動機與需求研究｜國立臺灣科技大學博碩士論文系統

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研究生：	賴姿瑾 Tzu-Chin Lai
論文名稱：	多媒體英語學習平台使用群眾學習動機與需求研究 A Study of Users’ Learning Motivation and Needs on Multimedia English-Learning Platforms
指導教授：	田曉萍 Shiau-ping Tian
口試委員:	鄧慧君 Huei-Chun Teng 王宏均 Hung-chun Wang
學位類別：	碩士 Master
系所名稱：	人文社會學院 - 應用外語系 Department of Applied Foreign Languages
論文出版年：	2018
畢業學年度：	106
語文別：	英文
論文頁數：	98
中文關鍵詞：	英語學習、多媒體學習平台、學習動機、需求分析
外文關鍵詞：	English Learning, Multimedia Learning Platform, Learning Motivation, Needs Analysis
相關次數：	點閱：384 下載：29
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本研究旨在探討台灣群眾使用多媒體英語教學平台之動機與需求，隨著近年來英語成為人們的基本語言能力，過去太過於針對英語閱讀和寫作的英語教學方式需要改善，畢竟聽力和口說才是自然溝通上常用到的能力。透過探討平台使用群眾實際英語學習動機與需求，希望能夠提供未來其他台灣英語教學平台經營者參考使用，另也確保其提供的內容符合使用者所需。本研究使用質性與量化研究法，其中包含321位受試者填寫了問卷，在這些受試者中有11位再接受了電話深度訪談，問卷由Gardner (2004) Attitude/ Motivation Test Battery所改編，本研究將對問卷以及訪談內容進行需求分析。
本研究結果顯示使用群眾多源於溝通等動機而使用多媒體英語學習平台，其學習需求主要為創造能增強英語聽力和口說的學習環境，整體提升英文能力。最受歡迎使用的英語學習多媒體平台是YouTube，因此本研究建議YouTuber們可以更進一步深入調查他們的目標客群，並針對這些客群的特定英語學習需求來對頻道內容進行調整，以提供符合目標客群學習需求的影片內容。

Nowadays, English is considered as the basic foreign language ability for almost everyone. One of the ways to improve listening and speaking is by creating an English learning environment. As a result, the purpose of this study is to find out the actual learning motivation and needs of those using multimedia English-learning platforms. In order to meet the aim of the study, this study applied a mixed method of both qualitative and quantitative approach. 321 participants filled out a questionnaire and 11 participants were selected for a phone interview with five open-ended questions. The questionnaire was designed through the adaptation of Gardner’s (2004) Attitude/ Motivation Test Battery. Needs analysis were made base on participants’ answers on questionnaire and interview.
Results of the study show that most users learn English on multimedia platforms with motivation like communicational intention. Their learning needs on using these multimedia platforms are to create an English-learning friendly environment that can overall enhance their listening and speaking ability. This study also suggests that the most popular multimedia English-learning platform is YouTube. Since YouTube is the most welcomed platform, the researcher suggests that YouTubers can make an investigation on their target audience and specify the feature of their channel based on the specific needs of these audience.

ABSTRACT    3
ACKNOWLEDGEMENTS    4
TABLE OF CONTENTS    5
LIST OF TABLES    8
LIST OF FIGURES    10
CHAPTER ONE INTRODUCTION    11
1 Background and Motivation    11
2 Purpose of the Study    13
3 Research Questions    14
4 Significance of the Study    15
5 Definition of Terms    16
Learning Motivation    16
Needs analysis    16
Multimedia English-Learning Platform    17
6 Organization of the Study    17
CHAPTER TWO LITERATURE REVIEW    19
1 English Learning Motivation    19
1.1 Introduction to Learning Motivation    19
1.2 Research on English Learning Motivation    20
2 ESP and English Learning Needs Analysis    21
2.1 Overview of English for Specific Purpose    21
2.2 Introduction to Needs Analysis    27
2.2 Research on English learning Need Analysis    33
3 Research on English Learning Materials    37
3.1 The Use of Video as English Learning Materials    37
3.2 The Use of Mass Media as English Learning Materials    38
3.3 The Use of Social Media as English Learning Materials    39
3.4 IPTV and Education    40
4 Summary    42
CHAPTER THREE RESEARCH METHODOLOGY    43
1 Participants    43
2 Instruments    45
2.1 Questionnaire    45
2.2 Interviewing    46
3 Data Collection    47
4 Procedure    47
5 Data Analysis    49
6 Trustworthiness    49
CHAPTER FOUR RESULTS    52
1 The Result of Questionnaires and Open-ended Questions    52
1.1 English Learning Motivation of Platform Users    52
1.2 Learning Needs of Platform Users    58
1.3 Multimedia English-learning Platforms    69
CHAPTER FIVE DISCUSSIONS AND CONCLUSIONS    72
1 Main Findings and Discussions    72
1.1 English Learning Motivation of Platform Users    73
1.2 Learning Needs of Platform Users    74
1.3 Multimedia English-learning Platforms    77
2 Implications of the study    78
2.1 Implications of Users’ Learning Motivation    78
2.2 Implication of Users’ Learning Needs    79
2.3 Implication of Multimedia English-learning Platforms    80
3 Limitations of Present Study and Suggestions for Future Study    81
REFERENCES    82
CHINESE REFERENCES    87

                                

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