運用數位敘事促進高中生英文口說能力與自我認同之行動研究

Abstract

本研究旨在探討數位敘事（Digital Storytelling）對高中生英文口說能力與自我認同的影響。研究採行動研究法，以高中二年級學生作為課程實施對象，歷經兩個循環的教學歷程，融入數位敘事教學元素與反思架構，並結合多種數位工具，以探究學生自我認同的發展歷程，以及敘事過程對英文口說能力的提升效果。為達研究目的，研究資料來源包含自我認同量表的前後測分析、英文口說能力的前後測結果、學生數位故事學習成品、研究者與同儕教師之評分回饋與質性訪談與回饋資料，研究結果如下：一、數位敘事英文口說課程需結合反思表達架構與數位工具教學，以幫助研究對象表達個人數位故事。二、實施數位敘事英文口說教學課程後，研究對象之英文口說能力未有顯著提升，然而能降低口說焦慮、提升表達意願，也增進語言覺察。三、實施數位敘事英文口說教學課程後，自我認同之發展未有顯著之改變情況，但促進研究對象能初步發展自我認同與覺察。根據上述研究結果，研究者亦提出相關建議，以提供教學實務工作者與未來研究之參考。

This study aims to explore the impact of digital storytelling on high school students' English-speaking ability and self-identity. Employing an action research methodology, the study was conducted with second-year high school students as the participants. Over two cycles of instruction, the curriculum integrated elements of digital storytelling and reflective frameworks, alongside various digital tools, to investigate students' development of self-identity and the effects of the storytelling process on their English-speaking performance. To achieve the research objectives, datasources included the pre- and post-test analysis of the self-identity scale, pre- and post-test results of students’ English-speaking proficiency, students' digital storytelling learning products, evaluation feedback from the researcher and peer teacher, as well as qualitative interviews and feedback data. The research findings are as follows: 1. A digital storytelling-based English-speaking curriculum should incorporate reflective expression frameworks and digital tools to support students in expressing their personal digital stories. 2. After implementing the digital storytelling-based English-speaking instruction, the participants did not showa significant improvement in their speaking proficiency. However, the course effectively reduced their speaking anxiety, enhanced their willingness to express themselves, and increased their language awareness.3. Although there was no significant change in the development of self-identity, the curriculum facilitated students' initial stages of self-identity and self-awareness. Based on these findings, the researcher offers relevant suggestions to inform curriculum design, teaching practices, and future research.