标题: | 以活动理论探究在脸书的英语学习社群成员之中介行为与参与感受 Exploring Community Members' Mediated Actions and Perceptions in an English Learning Community on Facebook through the Lens of Activity Theory |
作者: | 姚玮雯 Yao, Wei-Wen 张静芬 Chang, Ching-Fen 英语教学研究所 |
关键字: | 社群网站;活动理论;线上学习社群;脸书;social networking sites (SNSs);activity theory;online learning community;Facebook |
公开日期: | 2011 |
摘要: | 近年来,网路的进化发展改变了人们相处、合作和互动的方式。社群网站的兴起,提供人们在共有的网路空间参与共同话题的讨论或是意见交换。由于社群网站的广泛使用,英语学习者开始利用社群网站成立线上英语学习社群寻求语言学习机会及和其他学习者进行社交联系。虽然这种新兴的语言学习方式在语言学习研究领域中渐渐获得关注,但是鲜少研究探讨个人社群成员在线上语言学习社群的中介行为与其参与感受之探究。 本研究采活动理论(Engestrom,1987,1999)探究四位社群成员在一个透过脸书成立的英语学习社群活动的动机及其中介行为。根据Engestrom,活动系统里主要由六个要素组成,包含包括对象(subject)、目标(object)、媒介工具(mediating artifact)、规则(rule)、角色(division of labor)以及学习者所身处的社群(community),当个体遇到矛盾时,这六个要素将会互相交织影响个体的中介行为。本研究主要探讨影响社群成员中介行为的活动系统,并探究这四位社群成员参与这个脸书社群的感受。 本研究采个案研究法,进行长达一年的线上观察及两次的访谈,所收集的资料经由观察归纳分析,并以活动理论架构加以分析其个别要素之间的交互影响。研究结果指出此四位社群成员参与脸书社群中介行为包含 (1)回答问题、(2)给予赞美、(3)聊天、(4)贡献知识、(5)询问问题及(6)建议发文规则。从活动理论观点探究社群成员的中介行为发现,虽然每位社群成员的中介行为受到个人经验背景、设立的参与目标及情境因素影响,但其个别的影响程度不同,也形成不同的活动系统。此外,这四位社群成员的参与感受随着他们参与的时间而有所改变;起初,社群成员将此线上活动作为一获得乐趣、成就感及交朋友的管道。然而,随着参与时间的增加,社群成员对于参与社群不再抱有热情,反而将其视为一种例行的生活习惯。 此研究指出社群网站上的学习社群具有高度潜力帮助语言学习者,教师可在其教学上应用线上学习社群刺激学生参与学习活动。基于此概念,虽然本研究针对教室外的线上社群作为研究场域,但其结果仍能提供三个在教学实务上的建议。首先,当教师应用线上学习社群于教学时,教师需将学生的个人背景因素考量其中。第二,教师需费心思设计能增加社群成员互动及引起学生兴趣的线上活动,以期达到线上社群学习的效果。第三,教师应担起社群主持人的责任,确保线上学习社群的秩序以让此线上社群成员能够持续地参与社群活动。 In the recent years, the evolutional development of the Internet has changed the ways that people meet, collaborate, and interact with each other. Social networking sites (SNSs), the newly emerging media of online communication, provide spaces for people to join online communities to discuss ideas, exchange opinions, and share knowledge. Language learners show much interest in forming online communities in SNSs in which they seek for learning opportunities and make social connection with other language learners. While the innovative language learning has gradually drawn attention to language learning research, few studies have focused on individual members' mediated actions and perception in online language learning communities. Targeting at an English learning community on Facebook, one of the most popular SNSs, this study attempted to examine how four targeted community members operated in the online language learning community and what factors underlay their mediated actions in the learning community and their perception of participation in the online community through the lens of an activity theory perspective (Engestrom, 1987, 1999). According to Engestrom, six components in an activity system—subjects, objects, mediating artifacts, rules, division of labors, and the situated community—are constantly interwoven with each other when an individual encounters contradictions. Adopting activity theory as the theoretical framework was to map out the complexity of the interwoven relationship of these elements in each individual community member's activity systems. This study adopted qualitative case study methodology. The data were collected from one-year online observations and two formal interviews with the four focal community members. The data were analyzed based on emerged mediated actions shown in their online participation. The interview data were analyzed based on the six components underlying individuals' activity systems. The findings of the study indicated that the four participants' participation included (1) answering questions, (2) showing appreciation, (3) chatting, (4) contributing knowledge, (5) asking questions, and (6) suggesting posting rules. From an activity theory perspective, it was found that the community members' mediated actions were highly influenced by their growing background, learning experiences, the goal they set for participation, and the contextual factors situated in the community. As for the perceptions of their participation, the participants perceived the online experiences differently through the time they participated. At the beginning of their participation, they considered the online participation as a way to have fun, acquire a sense of achievement, and gain friendship. However, through the time they participated, they lost their enthusiasm for participation. Instead, they perceived the online participation as routine work without any strong motivation. Although this study targeted at an out-of-class learning community, there are still several pedagogical implications for language teachers. First, when integrating online learning communities into their classroom, teacher educators need to take students' subject agency into consideration. Second, teachers need to carefully design online activities which can enhance community members' interaction to arise students' interest in participating in the online discussion actively. Third, teachers should take the responsibility to ensure that the online learning community is in order in order to keep the community alive. |
URI: | http://140.113.39.130/cdrfb3/record/nctu/#GT079759508 http://hdl.handle.net/11536/46111 |
显示于类别: | Thesis |
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