Ejoy雙字幕、即時翻譯與互動式詞彙功能對英語聽力理解影響之研究

Abstract

聽力理解是英語作為外語（EFL）學習者在專業情境中不可或缺卻持續具有挑戰性的語言技能，特別是在有效溝通中需準確處理口語語篇的情況下。儘管當代語言教學日益整合多模態資源以支持聽力發展，學習者在即時理解方面仍常面臨困難，尤其在遇到陌生口音、語速過快或專業詞彙時更是明顯。本研究探討 Ejoy 擴充功能的成效—Ejoy是一個提供雙語字幕、即時翻譯與詞彙追蹤的網路工具，旨在提升越南 EFL 學習者的聽力理解與自主學習能力。本研究採行動研究取向與混合方法設計，對象為 60 位參與 Zoom 線上英語課程的學習者。受試者被分為實驗組與對照組：實驗組使用 Ejoy 擴充功能；對照組則接受一般的聽力教學，包括教師引導的聽前、聽中與聽後活動，未使用任何科技輔助工具。所有學習者皆完成標準化的聽力前測與後測。教學材料選自 YouTube 系列《English at Work》，其內容與 TOEIC 聽力目標高度契合，且詞彙涵蓋達 98%，符合聽力理解的基準。量化分析使用成對樣本與獨立樣本 t 檢定，結果顯示兩組學習者的聽力表現皆有顯著進步，實驗組的平均增幅更大。效應量分析顯示實驗組 Cohen’s d 值為 2.00，對照組為 2.21，代表兩組的聽力教學皆有顯著的學習成效。質性資料來自後測問卷，反映學習者對 Ejoy 工具的正面看法，特別是在詞彙記憶、降低聽力焦慮與促進自我調控學習方面。實驗組學習者尤其肯定雙語字幕、即時詞彙支援與個人詞彙庫的回顧功能，但也指出尚需改善的部分，如導入說明更清楚與介面設計更直觀。本研究凸顯數位工具在 EFL 聽力教學中的教學潛力，強調多模態鷹架對於促進學習者自主學習的重要角色。研究結果對 TOEIC 教學的當代討論做出貢獻，並為越南與其他類似 EFL 教學情境中的科技輔助聽力教學提供實務參考。Listening comprehension constitutes a fundamental yet persistently challenging skill for English as aForeign Language (EFL) learners, particularly in professional settings where accurate processing of spoken discourse is essential for effective communication. Although contemporary language pedagogy increasingly integrates multimodal resources to support listening development, learners often face ongoing difficulties in real-time comprehension, especially when confronted with unfamiliar accents, rapid speech, or domain-specific lexical items. This study examined the efficacy of the Ejoy extension, a web-based tool offering dual subtitles, real-time translation, and vocabulary tracking, in improving listening comprehension and fostering learner autonomy among Vietnamese EFL learners. Adopting an action research framework with a mixed-methods design, the study engaged 60 participants enrolled in an online English course delivered via Zoom. The participants were assigned to either an experimental group, which utilized the Ejoy extension, or a control group, which followed conventional listening instruction consisting of teacher-led pre-listening, while-listening, and post-listening activities without technological support. All learners completed a standardized listening pretest and a posttest. Instructional materials were sourced from the YouTube series English at Work, selected for its alignment with TOEIC listening objectives and its lexical coverage at the 98% threshold, a benchmark associated with adequate listening comprehension. Quantitative analyses, using paired- and independent-samples t-tests, revealed statistically significant improvements in both groups, with the experimental group exhibiting a greater mean gain. Effect size calculations (Cohen’s d = 2.00 for the experimental group; d = 2.21 for the control group) indicated large within-group improvements, suggesting substantial learning gains in both groups over the course of the intervention. Qualitative data derived from post-intervention surveys highlighted learners’ positive perceptions of Ejoy as a tool for vocabulary retention, reduced listening anxiety, and enhanced self-regulated learning. The experimental group particularly valued the dual-subtitle feature, immediate access to lexical support, and the ability to review personalized vocabulary lists. Nonetheless, they also identified areas for refinement, including clearer onboarding instructions and more intuitive interface design. These findings underscore the pedagogical potential of digital tools in EFL listening instruction and emphasize the role of multimodal scaffolding in promoting learner autonomy. The study contributes to current discussions on TOEIC instruction and offers practical implications for technology-mediated listening instruction in Vietnamese and comparable EFL contexts.