探討運用Kahoot!於技術型高中英文課對學生學習動機之影響與師生使用觀感之研究

A Study of Effects of Using Kahoot! in a Vocational High School English Class on Students’Learning Motivation and Perceptions of the Teacher and Students

本研究旨在探討於技術型高中英文課程使用Kahoot!即時反饋系統對學生的英語學習動機有何影響，以及師生使用Kahoot!後之觀感。研究對象為臺灣中部某公立技術型高中一年級兩班圖傳科和一班建築科學生，分為實驗組一、實驗組二與控制組，共114人。此三班授課教師為本研究之協同研究者。本研究同時採量化與質性的研究方式，進行六週的教學實驗。
本研究分為兩部分，第一部分為量化研究，以研究者自編之「英語學習動機量表」作為研究工具，對實驗組一、實驗組二、控制組後測分數進行單因子共變數分析，並分別對實驗組一、實驗組二進行前、後測之相依樣本t檢定。第二部分為質性研究探討師生使用觀感，以半結構式訪談的方式，對學生進行焦點團體訪談和個別訪談，對授課教師進行個別訪談，將訪談資料歸納結果、授課教師之省思札記與研究者之觀察記錄，進行三角校正，使研究更加完整。
本研究之研究結果可歸類為兩點：一、Kahoot!即時反饋系統對技術型高中學生英文課程之整體學習動機未產生顯著差異。二、技術型高中學生於英文課程使用Kahoot!即時反饋系統大多持正向觀感，但未能對所有學生的英語學習造成影響。最後，根據本研究之研究結果，研究者提出建議，提供技術型高中英文教師未來語言教育專業發展參考。

This study aimed to explore the effect of using Kahoot! to supplement English courses on students' learning motivation in vocational high school, and the perceptions of the instructor and the students. The study subjects were two Graphic Art Communication classes and one Architecture class in a public vocational senior high school in Taichung. They were divided into experimental group 1, experimental group 2, and control group, with 114 students. The instructor of these three classes is the co-researcher for this study. This study adopts quantitative and qualitative research methods and conducts a six-week teaching experiment.
This study was divided into two parts. The first part was a quantitative study. Using the ''English Learning Motivation Scale'' compiled by the researcher as the inquiry, an One-way ANCOVA analysis was carried out on the posttest scores of the experimental group 1, experimental group 2, and control group, and the paired sample t-test of the pre-test and post-test was performed on the experimental group 1 and the experimental group 2, respectively. The second part is qualitative research to explore the perceptions of the instructor and the students. Focus group and individual interviews were conducted with students in a semi-structured interview. An individual interview was conducted with the instructor. The instructor’s interview records, the instructor’s reflection notes, and the researcher’s observation records were used to meet the triangulation requirements.
The results of the study can be summarized as the following two points. Kahoot! had no significant difference in the overall learning motivation of vocational high school students in English courses.2. Most students had positive perceptions of using Kahoot! in English courses, but it failed to impact English learning for all students.
Finally, according to the findings, several suggestions were provided for vocational high school English teachers and professional development in language education.