SUGGESTIONS FOR FUTURE RESEARCH - 由創新擴散理論探討大專英文教師使用電腦輔助語言教學之信念

To achieve a better conceptualization of CALL and obtain more reliable data, future research could aim at examining common perceptions of CALL held by college teachers to generate more concrete definitions of CALL.

In addition, the present study has already found that the four categories of CALL application including hypermedia/multimedia, E-learning delivery platform, on-line reference tools and learning websites are the common and well-known elements for college teachers. It is suggested that the future research on CALL could be narrowed down to one of specific subcategories, such as multimedia, e-learning platform, or the Internet, to achieve a clearer picture of the adoption of CALL-related resources.

Though the majority of teachers in foreign language education are the females, it may be of interest for future research to see gender as a potential variable. It would

seem worthwhile to compare the differences between male and female teachers’

attitudes towards the adoption of CALL. Similarly, it is suggested that future investigations would be carried out with more interviewees from different regions of Taiwan. In this way, information about how language teachers from various areas of Taiwan perceive and use CALL may provide more insights into the current situation of using CALL in Taiwan.

Additionally, the study found that the five attributes in Rogers’ theory could potentially affect and predict the CALL adoption rate of college teachers. It may require follow up research to investigate the casual relationship between the five attributes and the CALL adoption rate.

CONCLUSION

The current study is essentially a preliminary study aimed to examine the underlying factors that may influence the adoption of CALL in English teaching from the perspectives of Taiwan’s college English teachers. The researcher intended to investigate teachers’ perceptions based on the theoretical framework proposed by Rogers (1995). The participating teachers all agreed that all the factors may have a significant effect on their decision-making processes. Our participants also provided some insightful viewpoints on the use of CALL in teaching English. Their responses were classified into three different aspects on teachers, learners, and school administration.

The findings from the study suggest that teachers’ perception on CALL is a complex issue that deserves to be further studied. CALL is a popular trend in second and foreign language teaching and learning, but the claimed and perceived popularity of CALL has some discrepancy in college English teachers’ perceptions. It is hoped

that this necessarily simplified survey and the follow-up research in the future could lead to a better understanding of teachers’ beliefs about the use of CALL.

Appendixes Appendix A

Questionnaire Used in the Pilot Study 使用 CALL 作為英語教學工具之問卷

說明：本研究中所言「CALL 電腦輔助語言教學」之定義採用 Levy (1997)在 Computer-assisted Language Learning: Context and Conceptualization 一書所提：

「凡是在語言教學語學習過程中，運用到電腦與科技相關的素材與資源作為教學

□1.非常不同意 □2.不同意 □3. 沒意見 □4.同意 □5.非常同意 15. 我有機會去嘗試使用各種 CALL 相關的教學功能。

□1.非常不同意 □2.不同意 □3. 沒意見 □4.同意 □5.非常同意 16. 使用 CALL 能夠增加我與學生間良性的互動。

□1.非常不同意 □2.不同意 □3. 沒意見 □4.同意 □5.非常同意 17. 對我而言，如何將 CALL 與教學結合很簡單。

□1.非常不同意 □2.不同意 □3. 沒意見 □4.同意 □5.非常同意 18. 我可以明確解釋在教學上使用 CALL 的優缺點。

□1.非常不同意 □2.不同意 □3. 沒意見 □4.同意 □5.非常同意 19. CALL 讓我更能自主地操控自己的教學工作。

□1.非常不同意 □2.不同意 □3. 沒意見 □4.同意 □5.非常同意

20. 學校若能夠提供老師資源有效利用 CALL，會增加我使用的意願。

□ 1.非常不同意 □2.不同意 □3. 沒意見 □4.同意 □5.非常同意 21. 我任教的環境鼓勵老師將 CALL 融入教學中。

□ 1.非常不同意 □2.不同意 □3. 沒意見 □4.同意 □5.非常同意 22. 使用 CALL 不會增加我目前的教學負擔。

□1.非常不同意 □2.不同意 □3. 沒意見 □4.同意 □5.非常同意 23. 我要試用過 CALL 相關資源，才會在課堂上正式實施教學。

□1.非常不同意 □2.不同意 □3. 沒意見 □4.同意 □5.非常同意 24. 在我任教的環境中，CALL 可以實施地很順利。

□1.非常不同意 □2.不同意 □3. 沒意見 □4.同意 □5.非常同意 25. 使用 CALL 能夠提升學生的學習動機。

□1.非常不同意 □2.不同意 □3.沒意見 □4.同意 □5.非常同意 開放式問題：

若您對使用CALL 教學仍有上述題目未提及的想法，請寫下您的建議或意

見。

______________________________________________________________

Appendix B

Questionnaire Used in the Formal Investigation

各位老師您好，我是台北大學應用外語系助理教授廖柏森，懇請您協助我指導的研究生周彥進行問卷調查。同為大專教師，個人深知您的教務繁忙，難有餘裕。但若您能撥冗幾分鐘，就可幫助我們增進對於此研究議題的了解。而英語教師社群對於研究工作的相互扶持,亦是促進英語教學專業成長的動力,希望您能不吝惠填這份問卷，個人和周彥同學都將致上最大的謝意。

廖柏森

大專英文教師使用電腦科技之問卷

各位師長您好，我是交通大學英語教學碩士班研究生周彥，本問卷為學生碩士論文研究問卷，主要目的是想要了解目前台灣大專英文教師在英語教學上使用電腦科技的看法，如尚未使用者亦可參與本研究。本問卷共分為兩部分，第一部

份是您的基本資料；第二部份為25 題問題。請您撥冗惠填以下個人資料及問卷，

在適當選項上予以勾選。您的寶貴意見和建議將有助於釐清國內電腦輔助英語教學的現況。此問卷並無標準答案，請依照您個人實際使用經驗或看法直接回答問題即可。本調查採取匿名方式，所得資料僅供學術研究之用，敬請安心作答。非 常感謝您的協助，特此致上最誠摯的謝意。

恭祝：

教安！

交通大學英語教學碩士班

指導教授：廖柏森 研究生周彥敬 啟

民國九十五年三月 A. 個人基本資料調查

1. 請問您的性別為：

1._____ 男；2. ______ 女

1. ______20-30 歲；2. ______30-40 歲；3. ______40-50 歲；4. _____50 歲以上

1. _____10hrs 以下；2. _____10-20hrs；3. ______20-30hrs；4. _____30-40hrs；

5. _____40hrs 以上

在文檔中由創新擴散理論探討大專英文教師使用電腦輔助語言教學之信念 (頁 88-94)