不同回饋來源與形式對於國小學生英語發音表現與情意學習成效之影響

The Effect of Different Sources and Types of Feedback on Elementary School Students’ Pronunciation Performance and Affective Learning Outcomes in English

科技輔助同儕互評策略的學習成效已廣獲驗證，惟已有之研究多聚焦於高等教育情境，亦少就英語發音進行實徵研究；另在科技支援下，回饋不受限於文字形式，然目前不同回饋形式學習效果之研究相當少，且研究對象僅涉及大學族群，並多聚焦在個人偏好探究。鑑此，本研究參酌社會學習、期望價值、自我調整學習與媒體豐富度等理論，旨在探究不同回饋來源（教師、同儕）與同儕回饋下不同形式（文字、語音）對國小學生英語發音表現與情意學習成效（學習動機、學習焦慮、學習態度）之影響。採不等組前後測準實驗研究設計，以臺南市一所小學四年級學生（三班，共75名）為研究對象，進行8週線上英語發音練習活動。單因子共變數分析及相依樣本 t 檢定結果發現：一、在英語發音表現上，三組無顯著差異；二、在各項英語情意學習成效上，三組無顯著差異；三、三組學生於學習動機後測顯著優於前測，於學習焦慮上，教師回饋組後測顯著低於前測，於學習態度上，同儕互評語音及文字組後測皆顯著高於前測。雖然本研究未支持同儕回饋優於教師回饋之假設，經進一步分析研究期程內同儕與教師兩者評分間相關性的成長曲線，以及同儕文字、語音回饋兩組學生提供個人化、具體意見的結果發現，提出教學及未來建議。

The effect of technology-assisted peer-assessment has been widely verified. However, most research focused on higher education contexts, and few examined its effects on English pronunciation. With technology, feedback-provision can include audio and/or video. Nonetheless, currently, very few examined their relative learning effects. With reference to social learning, expectancy-value, self-regulated learning, and media richness theories, this study investigated the effect of different sources (i.e., from the teacher or peers) and types of peer feedback (i.e., written or audio) on elementary schoolers’ pronunciation performance and English learning motivation, anxiety, and attitudes. A non-equivalent pretest-posttest quasi-experimental research was adopted. Three fourth-grade classes (n = 75) participated for eight weeks and were randomly assigned to teacher feedback, peer written feedback, peer audio feedback groups. Major findings from the analysis of covariance and one-sample t-tests include: 1. No significant differences among groups in pronunciation performance. 2. No significant differences among groups in all three affective learning outcomes. 3. After the online learning activity, (a) all three groups exhibited higher English learning motivation, (b) the teacher feedback group had significantly lower scores in English anxiety, and (c) both peer feedback groups had significantly higher scores in English attitudes. Despite that this study did not substantiate our research hypotheses that peer-assessment is significantly better than teacher feedback in promoting English pronunciation performance and affective learning, the results from further correlation analysis of peers’ and the teacher’s ratings, and content analysis of the descriptive comments by both peer-assessment groups revealed that fourth-graders can learn to provide individualized and concrete feedback.