研究生: |
陳怡陵 Yi-Ling Chen |
---|---|
論文名稱: |
探討基於語音辨識系統協同學習情境中英語口說自我調整動機、焦慮與自我效能之關係 Exploring the Structural Relations among EFL Learners’ Self-regulated Motivation, Anxiety, and Self-efficacy in English Speaking in a Context of Automatic Speech Recognition-supported Collaborative Learning |
指導教授: |
王嘉瑜
Chia-Yu Wang |
口試委員: |
梁至中
蕭若綺 |
學位類別: |
碩士 Master |
系所名稱: |
人文社會學院 - 數位學習與教育研究所 Graduate Institute of Digital Learning and Education |
論文出版年: | 2024 |
畢業學年度: | 112 |
語文別: | 中文 |
論文頁數: | 67 |
中文關鍵詞: | 語音辨識 、英語口說能力 、自我調整動機 、學習焦慮 、學習自我效能 、永續發展 |
外文關鍵詞: | speech recognition, English oral performance, self-regulated motivation, learning anxiety, learning self-efficacy, sustainability |
相關次數: | 點閱:172 下載:0 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
程炳林(2002)。大學生學習工作、動機問題與自我調整學習策略之關係。教育心理學報,33(2),79-101。 https://doi.org/10.6251/bep.20010913
Ahmed, B., Monroe, P., Hair, A., Tan, C. T., Gutierrez-Osuna, R., & Ballard, K. J. (2018). Speech-driven mobile games for speech therapy: User experiences and feasibility. International Journal of Speech-Language Pathology, 20(6), 644–658. https://doi.org/10.1080/17549507.2018.1513562
Ahn, T. Y., & Lee, S. M. (2016). User experience of a mobile speaking application with automatic speech recognition for EFL learning. British Journal of Educational Technology, 47(4), 778-786. https://doi.org/10.1111/bjet.12354
Al-Ahdal, A., & Alharbi, M. A. (2021). MALL in Collaborative Learning as a Vocabulary-Enhancing Tool for EFL Learners: A Study Across Two Universities in Saudi Arabia. SAGE Open, 11(1), Article 2158244021999062. https://doi.org/10.1177/2158244021999062
Anas, I. (2019). Behind the Scene: Student-Created Video as a Meaning-Making Process to Promote Student Active Learning. Teaching english with technology, 19, 37-56.
Bai, B., & Wang, J. (2023). The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements. Language Teaching Research, 27(1), 207-228. https://doi.org/10.1177/1362168820933190
Ballard, K. J., Etter, N. M., Shen, S., Monroe, P., & Tan, C. T. (2019). Feasibility of Automatic Speech Recognition for Providing Feedback During Tablet-Based Treatment for Apraxia of Speech Plus Aphasia. American Journal of Speech-Language Pathology, 28(2), 818-834. https://doi.org/10.1044/2018_ajslp-msc18-18-0109
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall, Inc.
Bandura, A. (2001). Social Cognitive Theory: An Agentic Perspective. Annual Review of Psychology, 52(1), 1-26. https://doi.org/10.1146/annurev.psych.52.1.1
Bashori, M., Hout, R., Strik, H., & Cucchiarini, C. (2021). Effects of ASR-based websites on EFL learners’ vocabulary, speaking anxiety, and language enjoyment. System, 99, 102496. https://doi.org/10.1016/j.system.2021.102496
Bashori, M., van Hout, R., Strik, H., & Cucchiarini, C. (2022). ‘Look, I can speak correctly’: learning vocabulary and pronunciation through websites equipped with automatic speech recognition technology. Computer Assisted Language Learning, 1–29. https://doi.org/10.1080/09588221.2022.2080230
Cao, S., Zhou, S., Luo, Y., Wang, T., Zhou, T., & Xu, Y. (2022). A review of the ESL/EFL learners' gains from online peer feedback on English writing. Frontiers in psychology, 13, 1035803. https://doi.org/10.3389/fpsyg.2022.1035803
Chen, C. Y., Chang, S. C., Hwang, G. J., & Zou, D. (2023). Facilitating EFL learners' active behaviors in speaking: a progressive question prompt-based peer-tutoring approach with VR contexts. Interactive Learning Environments, 31(4), 2268-2287. https://doi.org/10.1080/10494820.2021.1878232
Chen, H. H. J. (2011). Developing and evaluating an oral skills training website supported by automatic speech recognition technology. Recall, 23, 59-78. https://doi.org/10.1017/s0958344010000285
Chen, K. T.-C. (2021). The Effects of Technology-Mediated TBLT on Enhancing the Speaking Abilities of University Students in a Collaborative EFL Learning Environment. Applied Linguistics Review, 12(2), 331-352. https://doi.org/doi:10.1515/applirev-2018-0126
Chen, Y. C. (2022). Effects of technology-enhanced language learning on reducing EFL learners' public speaking anxiety. Computer Assisted Language Learning, 37(4), 789–813. https://doi.org/10.1080/09588221.2022.2055083
Cheng, C.-H., & Chen, C.-H. (2022). Investigating the impacts of using a mobile interactive English learning system on the learning achievements and learning perceptions of student with different backgrounds. Computer Assisted Language Learning, 35(1-2), 88-113. https://doi.org/10.1080/09588221.2019.1671460
Chin, W. W. (1998). The partial least squares approach for structural equation modeling. In Modern methods for business research. (pp. 295-336). Lawrence Erlbaum Associates Publishers.
Chiu, T.-L., Liou, H.-C., & Yeh, Y. (2007). A Study of web-based oral activities enhanced by Automatic Speech Recognition for EFL college learning. Computer Assisted Language Learning, 20(3), 209-233. https://doi.org/10.1080/09588220701489374
Chvala, L. (2020). Teacher ideologies of English in 21st century Norway and new directions for locally tailored ELT. System, 94, 102327. https://doi.org/10.1016/j.system.2020.102327
Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd ed.). Lawrence Erlbaum Associates Publishers.
Dai, Y. J., & Wu, Z. W. (2021). Mobile-assisted pronunciation learning with feedback from peers and/or automatic speech recognition: a mixed-methods study. Computer Assisted Language Learning, 36(5–6), 861–884. https://doi.org/10.1080/09588221.2021.1952272
Davis, F. D. (1985). A technology acceptance model for empirically testing new end-user information systems : theory and results. Sloan School of Management, Massachusetts Institute of Technology.
Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3), 319-340. https://doi.org/10.2307/249008
Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User Acceptance of Computer Technology: A Comparison of Two Theoretical Models. Management Science, 35(8), 982-1003. http://www.jstor.org/stable/2632151
Derwing, T. M., Munro, M. J., & Carbonaro, M. (2000). Does Popular Speech Recognition Software Work with ESL Speech? TESOL Quarterly, 34(3), 592-603. https://doi.org/10.2307/3587748
Ehrman, M. E., & Oxford, R. L. (1995). Cognition Plus: Correlates of Language Learning Success. The Modern Language Journal, 79(1), 67-89. https://doi.org/10.2307/329394
Esit, O. (2011). Your verbal zone: an intelligent computer-assisted language learning program in support of Turkish learners' vocabulary learning. Computer Assisted Language Learning, 24(3), 211-232. https://doi.org/10.1080/09588221.2010.538702
F. Hair Jr, J., Sarstedt, M., Hopkins, L., & G. Kuppelwieser, V. (2014). Partial least squares structural equation modeling (PLS-SEM). European Business Review, 26(2), 106-121. https://doi.org/10.1108/EBR-10-2013-0128
Fishbein, M. (1967). A behavior theory approach to the relations between beliefs about an object and the attitude toward the object. In M. Fishbein (Ed.), Readings in attitude theory and measurement (pp. 389-400). New York: John Wiley & Sons.
Fishbein, M. (1976). A Behavior Theory Approach to the Relations between Beliefs about an Object and the Attitude Toward the Object. In: M. Fishbein (Ed.), Mathematical Models in Marketing. Lecture Notes in Economics and Mathematical Systems, vol 132.(pp87-88). Springer. https://doi.org/10.1007/978-3-642-51565-1_25
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50. https://doi.org/10.2307/3151312
Gan, Z. (2013). Understanding English speaking difficulties: an investigation of two Chinese populations. Journal of Multilingual and Multicultural Development, 34(3), 231-248. https://doi.org/10.1080/01434632.2013.768622
Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: a review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1), 70-105. https://doi.org/10.1080/09588221.2012.700315
Granic, A., & Marangunic, N. (2019). Technology acceptance model in educational context: A systematic literature review. British Journal of Educational Technology, 50(5), 2572-2593. https://doi.org/10.1111/bjet.12864
Grunschel, C., Schwinger, M., Steinmayr, R., & Fries, S. (2016). Effects of using motivational regulation strategies on students' academic procrastination, academic performance, and well-being. Learning and Individual Differences, 49, 162-170. https://doi.org/10.1016/j.lindif.2016.06.008
Hair, J. F., Ringle, C. M., & Sarstedt, M. (2011). PLS-SEM: Indeed a Silver Bullet. Journal of Marketing Theory and Practice, 19(2), 139-152. https://doi.org/10.2753/MTP1069-6679190202
Hanjani, A. M., & Li, L. (2014). Exploring L2 writers' collaborative revision interactions and their writing performance. System, 44, 101-114. https://doi.org/10.1016/j.system.2014.03.004
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 70(2), 125-132. https://doi.org/10.2307/327317
Hsu, C. C., Chen, Y. L., Lin, C. Y., & Lien, W. C. (2022). Cognitive development, self-efficacy, and wearable technology use in a virtual reality language learning environment: A structural equation modeling analysis. Current Psychology, 41(3), 1618-1632. https://doi.org/10.1007/s12144-021-02252-y
Hsu, L. (2016). An empirical examination of EFL learners' perceptual learning styles and acceptance of ASR-based computer-assisted pronunciation training. Computer Assisted Language Learning, 29(5), 881-900. https://doi.org/10.1080/09588221.2015.1069747
Hsu, W. H. (2014). The effects of audiovisual support on EFL learners' productive vocabulary. Recall, 26(1), 62-79. https://doi.org/10.1017/s0958344013000220
Huang, H. W. (2021). Effects of smartphone-based collaborative vlog projects on EFL learners' speaking performance and learning engagement. Australasian Journal of Educational Technology, 37(6), 18-40. https://doi.org/10.14742/ajet.6623
Jiang, M., Jong, M., Lau, W., Chai, C., & Wu, N. (2022). Exploring the effects of automatic speech recognition technology on oral accuracy and fluency in a flipped classroom. Journal of Computer Assisted Learning, 39. https://doi.org/10.1111/jcal.12732
Jiang, M. Y. C., Jong, M. S. Y., Lau, W. W. F., Chai, C. S., & Wu, N. (2021). Using automatic speech recognition technology to enhance EFL learners' oral language complexity in a flipped classroom. Australasian Journal of Educational Technology, 37(2), 110-131. https://doi.org/10.14742/ajet.6798
Junining, E., Alif, S., & Setiarini, N. (2020). Automatic speech recognition in computer-assisted language learning for individual learning in speaking. JEES (Journal of English Educators Society), 5(2), 219-223. https://doi.org/10.21070/jees.v5i2.867
Kamal, S. A., Shafiq, M., & Kakria, P. (2020). Investigating acceptance of telemedicine services through an extended technology acceptance model (TAM). Technology in Society, 60, 101212. https://doi.org/10.1016/j.techsoc.2019.101212
Komarraju, M., & Nadler, D. (2013). Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter? Learning and Individual Differences, 25, 67-72. https://doi.org/https://doi.org/10.1016/j.lindif.2013.01.005
Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Pergamon Press.
Krashen, S., & Terrell, T. (1983). The natural approach: Language acquisition in the classroom. Pergamon Press.
Lai, C., Lei, C., & Liu, Y. (2016). The nature of collaboration and perceived learning in wiki-based collaborative writing. Australasian Journal of Educational Technology, 32(3). https://doi.org/10.14742/ajet.2586
Lai, J. Y., & Chang, L. T. (2021). Impacts of Augmented Reality Apps on First Graders' Motivation and Performance in English Vocabulary Learning. SAGE Open, 11(4), 21582440211047549. https://doi.org/10.1177/21582440211047549
Li, D., Gao, Y., Zhu, C., Wang, Q., & Wang, R. (2023). Improving Speech Recognition Performance in Noisy Environments by Enhancing Lip Reading Accuracy. Sensors, 23(4), 2053. https://www.mdpi.com/1424-8220/23/4/2053
Li, K. (2017). Motivational regulation in foreign language learning. Palgrave Macmillan.
Li, R., Meng, Z., Tian, M., Zhang, Z., Ni, C., & Xiao, W. (2019). Examining EFL learners’ individual antecedents on the adoption of automated writing evaluation in China. Computer Assisted Language Learning, 32(7), 784-804. https://doi.org/10.1080/09588221.2018.1540433
Liem, A. D., Lau, S., & Nie, Y. (2008). The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome. Contemporary Educational Psychology, 33(4), 486-512. https://doi.org/https://doi.org/10.1016/j.cedpsych.2007.08.001
Lin, C.-J., & Mubarok, H. (2021). Learning Analytics for Investigating the Mind Map-Guided AI Chatbot Approach in an EFL Flipped Speaking Classroom. Educational Technology & Society, 24(4), 16-35. https://www.jstor.org/stable/48629242
Lin, C. C., Chan, H. J., & Hsiao, H. S. (2011). EFL students' perceptions of learning vocabulary in a computer-supported collaborative environment. Turkish Online Journal of Educational Technology, 10(2), 91-99.
Linnenbrink, E. A., & Pintrich, P. R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading & Writing Quarterly, 19(2), 119-137. https://doi.org/10.1080/10573560308223
Liu, M. (2013). English Bar as a venue to boost students' speaking self-efficacy at the tertiary level. English Language Teaching, 6(12), 27-37. http://dx.doi.org/10.5539/elt.v6n12p27
Luo, S., & Gan, Z. (2022). Validation of a Measure of Flipped English Learning Readiness and Examination of Its Relationships With Instructional Practices, Learning Self-Efficacy, and Learning Beliefs. Frontiers in Psychology, 13, 846781. https://doi.org/10.3389/fpsyg.2022.846781
Lwo, L., & Chia-Tzu Lin, M. (2012). The effects of captions in teenagers’ multimedia L2 learning. Recall, 24(2), 188-208. https://doi.org/10.1017/S0958344012000067
MacIntyre, P. D. (2017). An Overview of Language Anxiety Research and Trends in Its Development. In C. Gkonou, M. Daubney, & J. M. Dewaele (Eds.), New Insights into Language Anxiety: Theory, Research and Educational Implications (pp. 11-30). Multi-lingual Matters. https://doi.org/10.21832/9781783097722-003
MacIntyre, P. D., & Gardner, R. C. (1989). Anxiety and Second‐Language Learning: Toward a Theoretical Clarification*. Language Learning, 39, 251-275.
MacIntyre, P. D., & Gardner, R. C. (1991). Language anxiety: Its relationship to other anxieties and to processing in native and second languages. Language Learning, 41(4), 513-534. https://doi.org/10.1111/j.1467-1770.1991.tb00691.x
MacIntyre, P. D., & Gardner, R. C. (1994). The Subtle Effects of Language Anxiety on Cognitive Processing in the Second Language. Language Learning, 44, 283-305. http://dx.doi.org/10.1111/j.1467-1770.1994.tb01103.x
McCrocklin, S. (2019). Learners’ Feedback Regarding ASR-based Dictation Practice for Pronunciation Learning. CALICO Journal, 36(2), 119-137. https://www.jstor.org/stable/26816876
Munoz, C., Pujadas, G., & Pattemore, A. (2023). Audio-visual input for learning L2 vocabulary and grammatical constructions. Second Language Research, 39(1), 13-37, 02676583211015797. https://doi.org/10.1177/02676583211015797
Neri, A., Mich, O., Gerosa, M., & Giuliani, D. (2008). The effectiveness of computer assisted pronunciation training for foreign language learning by children. Computer Assisted Language Learning, 21(5), 393-408. https://doi.org/10.1080/09588220802447651
Olsson, D., Gericke, N., Sass, W., & Boeve-de Pauw, J. (2020). Self-perceived action competence for sustainability: the theoretical grounding and empirical validation of a novel research instrument. Environmental Education Research, 26(5), 742-760. https://doi.org/10.1080/13504622.2020.1736991
Ooi, K. B., & Tan, G. W. H. (2016). Mobile technology acceptance model: An investigation using mobile users to explore smartphone credit card. Expert Systems with Applications, 59, 33-46. https://doi.org/10.1016/j.eswa.2016.04.015
Oxford, R. L. (1997). Cooperative learning, collaborative learning, and interaction: Three communicative strands in the language classroom. Modern Language Journal, 81(4), 443-456. https://doi.org/10.2307/328888
Pintrich, P., Smith, D., Duncan, T., & McKeachie, W. (1991). A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor. Michigan.
Pintrich, P. R. (2004). A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students. Educational Psychology Review, 16(4), 385-407. https://doi.org/10.1007/s10648-004-0006-x
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40. https://doi.org/10.1037/0022-0663.82.1.33
Sabti, A. A., Rashid, S. M., Nimehchisalem, V., & Darmi, R. (2019). The Impact of Writing Anxiety, Writing Achievement Motivation, and Writing Self-Efficacy on Writing Performance: A Correlational Study of Iraqi Tertiary EFL Learners. SAGE Open, 9(4), 2158244019894289. https://doi.org/10.1177/2158244019894289
Schunk, D. H. (1991). Learning theories: An educational perspective. Macmillan Publishing Co, Inc.
Schunk, D. H., & Pajares, F. (2002). The development of academic self-efficacy. In Development of achievement motivation. (pp. 15-31). Academic Press. https://doi.org/10.1016/B978-012750053-9/50003-6
Shih, H. C. J. (2021). The use of individual and collaborative learning logs and their impact on the development of learner autonomy in the EFL classroom in Taiwan. Innovation in Language Learning and Teaching, 15(3), 195-209. https://doi.org/10.1080/17501229.2020.1737703
Su, F. X. (2022). Research on Integration of Emotion Analysis in English Modular Teaching Based on Natural Language Processing. Frontiers in Psychology, 13, 928883. https://doi.org/10.3389/fpsyg.2022.928883
Su, Y., Li, Y., Liang, J.-C., & Tsai, C.-C. (2019). Moving literature circles into wiki-based environment: the role of online self-regulation in EFL learners’ attitude toward collaborative learning. Computer Assisted Language Learning, 32(5-6), 556-586. https://doi.org/10.1080/09588221.2018.1527363
Sun, P. P., & Mei, B. (2022). Modeling preservice Chinese-as-a-second/foreign-language teachers’ adoption of educational technology: a technology acceptance perspective. Computer Assisted Language Learning, 35(4), 816-839. https://doi.org/10.1080/09588221.2020.1750430
Sun, T., & Wang, C. (2020). College students’ writing self-efficacy and writing self-regulated learning strategies in learning English as a foreign language. System, 90, 102221. https://doi.org/https://doi.org/10.1016/j.system.2020.102221
Sun, W. A. (2023). The impact of automatic speech recognition technology on second language pronunciation and speaking skills of EFL learners: a mixed methods investigation. Frontiers in Psychology, 14, 1210187. https://doi.org/10.3389/fpsyg.2023.1210187
Tai, T. Y., & Chen, H. H. J. (2020). The impact of Google Assistant on adolescent EFL learners’ willingness to communicate. Interactive Learning Environments, 31(3), 1485–1502. https://doi.org/10.1080/10494820.2020.1841801
Tai, T. Y., & Chen, H. H. J. (2022). The impact of intelligent personal assistants on adolescent EFL learners’ speaking proficiency. Computer Assisted Language Learning, 1-28. https://doi.org/10.1080/09588221.2022.2070219
Tai, T. Y., Chen, H. H. J., & Todd, G. (2022). The impact of a virtual reality app on adolescent EFL learners' vocabulary learning. Computer Assisted Language Learning, 35(4), 892-917. https://doi.org/10.1080/09588221.2020.1752735
Teng, L. S., & Zhang, L. J. (2018). Effects of motivational regulation strategies on writing performance: a mediation model of self-regulated learning of writing in English as a second/foreign language. Metacognition and Learning, 13(2), 213-240. https://doi.org/10.1007/s11409-017-9171-4
Thi-Nhu Ngo, T., Hao-Jan Chen, H., & Kuo-Wei Lai, K. (2023). The effectiveness of automatic speech recognition in ESL/EFL pronunciation: A meta-analysis. Recall, 1-18. https://doi.org/10.1017/S0958344023000113
Thompson, A. S., & Lee, J. (2013). Anxiety and EFL: does multilingualism matter? International Journal of Bilingual Education and Bilingualism, 16(6), 730-749. https://doi.org/10.1080/13670050.2012.713322
Uztosun, M. S. (2020). The development of a scale for measuring the self-regulated motivation for improving speaking English as a foreign language. The Language Learning Journal, 48(2), 213-225. https://doi.org/10.1080/09571736.2017.1335766
Venkatesh, V., & Davis, F. D. (1996). A Model of the Antecedents of Perceived Ease of Use: Development and Test†. Decision Sciences, 27, 451-481.
Walker, S. L., & Fraser, B. J. (2005). Development and Validation of an Instrument for Assessing Distance Education Learning Environments in Higher Education: The Distance Education Learning Environments Survey (DELES). Learning Environments Research, 8(3), 289-308. https://doi.org/10.1007/s10984-005-1568-3
Woodrow, L. (2011). College English writing affect: Self-efficacy and anxiety. System, 39(4), 510-522. https://doi.org/10.1016/j.system.2011.10.017
Zhang, Y. N., & Dong, L. Q. (2022). A study of the impacts of motivational regulation and self-regulated second-language writing strategies on college students' proximal and distal writing enjoyment and anxiety. Frontiers in Psychology, 13, 938346. https://doi.org/10.3389/fpsyg.2022.938346
Zhong, Y. P., Oh, S., & Moon, H. C. (2021). Service transformation under industry 4.0: Investigating acceptance of facial recognition payment through an extended technology acceptance model. Technology in Society, 64, 101515. https://doi.org/10.1016/j.techsoc.2020.101515
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339. https://doi.org/10.1037/0022-0663.81.3.329
Zimmerman, B. J. (2000). Self-Efficacy: An Essential Motive to Learn. Contemporary Educational Psychology, 25(1), 82-91. https://doi.org/https://doi.org/10.1006/ceps.1999.1016