System Design and Empirical Study on Applying Scaffolding Learning Theory to CALL-Based Vocabulary Learning Strategy

• Main Authors: Chuan-Fu Su, 蘇傳福
• Other Authors: Chih-cheng Hsu
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/10515929730366882395

碩士 === 國立中央大學 === 資訊管理研究所 === 99 === Vocabulary is the basis and core when learning English. However, it is difficult to make most learners use a systematic way to memorize vocabularies which affects their learning performance. To solve this difficult problem of memorizing vocabularies systematically for the learners, in this study, a computer-assisted learning system with the scaffolding learning theory (MyVLS) has proposed of which the characteristics are as follows. First, through the instructions and applications of the vocabulary learning strategy, learners can apply ten vocabulary learning strategies: word cards, flash cards, multiple choice, spelling test, vocabulary learning strategic activities, vocabulary learning cycle, learning schedule management, system monitoring learning strategy, self-efficacy and feedback strategy, reminding and rewarding strategies to enhance their vocabulary learning strategic capability. Second, in order to cultivating self-regulation of the above strategies to the learners for a suitable strategy, the self-regulated learning cycle model in learning procedure is applied in this study to build the scaffold to help the learners to accomplish the following procedures: goal setting and planning, strategy implementation and monitoring, strategy outcome monitoring and self-evaluation and monitoring. Third, for self-monitoring the learning process effectively, the self-monitoring reports are provided in this study which can be divided into the three following categories according to the learners’ requirement: current situation analysis, progress status analysis and self-evaluation report for assisting learners to self-regulate their learning strategies. After learners have applied MyVLS to learn vocabularies, two kinds of experiment, questionnaire survey and interview, are used for evaluations shown as below. First, the flash card can match up the learners’ learning style. Second, by using the learning strategies repeatedly, learners can find their suitable strategies. Third, reference learning schedule can help the learners to schedule their learning progress. Fourth, recording the status of learning vocabulary can help the learners to review the vocabularies. Fifth, the learners can understand the report contents, but some reports have fewer utilities for their regulation. The last, after learning vocabulary with MyVLS, by the same course resources, the learners can use the same learning method and learning procedure in their learning processes. Thus, an applying scaffolding learning theory to CALL-based vocabulary learning strategy system is proposed in this study to help learners to enhance their vocabulary learning strategy capability.