摘要
本研究旨在探討以VoiceThread平台實施合作學習策略於國中英語口說學習之影響，以了解學生英語學習焦慮及英語學習動機改變情形與實施過程中所遭遇問題及因應解決策略。研究者以35名國中九年級學生為研究對象，研究方法採單組前後測實驗設計及延宕後測之準實驗之研究設計。研究蒐集之資料採重複量數變異數分析，再將統計結果以SPSS重複量數變異數分析法進行分析。同時輔以VoiceThread學生學習歷程檔案、教師觀察札記、焦點團體訪談及學生使用心得回饋等質性資料。
本研究結果發現以VoiceThread平台實施合作學習策略於國中英語口說學習能降低學生英語學習焦慮及提升學生學習動機。但因教學時間不足、資訊設備及網路穩定度不夠、上課活動場地問題、影片拍攝技術問題及學生口說與資訊能力落差等問題，可能對教師於課堂融入資訊教學意願降低或受限制。本研究提出五項問題解決具體策略：常態化資訊融入英語口說教學、申請行動學習計畫經費、建置英語專科教室、結合表演藝術及視覺藝術課程及強化學生英語口說與資訊能力。根據以上研究結果，本研究建議教師善用網路教學資源與設計英語多元課程、學校應建置學校完善資訊網路及設備環境、家長須培養學生正確網路使用態度等。

Abstract
This study aimed to investigate the effect of the cooperative learning strategies applied in junior high school students’ English oral learning through VoiceThread on their learning anxiety and motivation. The research objects were 35 9th-grade junior high school students. The research methods were the one-group pretest-posttest and delayed post-test experimental designs. Both quantitative and qualitative data were collected. The quantitative data were collected through learning anxiety and motivation questionnaires and analyzed via one-way repeated measures ANOVA of SPSS. The qualitative data were collected through students’ learning process records, teachers’ observation records, focus group interviews, and students’ feedbacks.
The major finding of this study showed that students’ learning anxiety reduced and their learning motivation increased after they learned oral English through the cooperative learning strategies on VoiceThread. The problems found in this study were the insufficient time for learning, the lack of computers, the instability of network, the inappropriate classrooms, students’ poor filming skills, and the gaps of students’ English oral and information proficiencies. Five strategies in response to the problems proposed included the inclusion of information in English oral learning, the application of funds on mobile learning, the building of English language classrooms, the combination of performance art and visual art curricula, and the increase in students’ English oral and information proficiencies. Based on the research findings, the researcher proposed three suggestions. Teachers should make good use of online instructional resources and design multiple English curricula. Schools should build excellent environments of information communication technology. Parents should develop students’ correct attitude toward network use.

目次
第一章 緒論 1
第一節 研究背景與研究動機 1
第二節 研究目的與待答問題 4
第三節 名詞解釋 5
第四節 研究範圍與限制 6
第二章 文獻探討 9
第一節 合作學習的意涵與教學模式 9
壹、合作學習的意涵 9
貳、合作學習應用於國中英語教學的相關研究 11
第二節 VoiceThread的功能與在英語教學的應用 14
壹、VoiceThread的功能 14
貳、VoiceThread在英語教學的應用 16
第三節　英語學習焦慮的意涵與相關研究 17
壹、英語學習焦慮的意涵 17
貳、英語學習焦慮的相關研究 19
第四節　英語學習動機的意涵與相關研究 21
壹、英語學習動機的意涵 21
貳、英語學習動機的相關研究 22
參、英語學習焦慮與英語動機之關係 26
第三章　研究設計與實施 29
第一節　研究設計與架構 29
壹、研究設計 29
貳、研究架構 29
第二節　研究對象 30
壹、研究對象的學校背景 30
貳、研究對象的背景 31
參、研究對象之英語學習背景 31
肆、研究對象之分組狀況 31
第三節　研究方法 31
壹、研究工具 31
第四節　研究程序 37
壹、研究實施流程 37
貳、教學設計理念與實施 40
第五節　資料蒐集與分析 48
壹、量化資料 48
貳、質性資料 48
參、三角驗證法 51
第四章　研究結果與討論 53
第一節　英語學習背景調查表分析 53
第二節　學生英語學習焦慮量表之統計結果與分析 62
第三節　學生英語學習動機量表之統計結果與分析 64
第四節　質性資料分析 66
壹、英語學習焦慮相關質性資料分析 66
貳、英語學習動機相關質性資料分析 70
參、英語口說學習使用之困難與因應解決策略... 73
第五節　綜合討論 78
壹、學生英語口說學習焦慮 79
貳、學生英語口說學習動機 79
參、研究歷程遭遇之問題 80
第五章　結論與建議 81
第一節　研究結論 81
壹、英語口說學習能降低學生英語學習焦慮 81
貳、英語口說學習能提升學生英語學習動機 82
參、學生對英語口說學習具正面評價 82
肆、英語口說學習之問題與因應策略.. 82
第二節　研究建議 83
壹、對國中英語教學領域之建議 83
貳、給英語教師之建議 83
參、給學校之建議 84
肆、給家長之建議 84
肆、對未來研究之建議 84

參考文獻 85
壹、中文部份 85
貳、西文部份 88
附錄一 英語學習背景調查 99
附錄二 英語學習焦慮量表 101
附錄三 國中英語學習動機量表 103
附件四 焦點團體訪談題目大綱 105
附錄五 上傳第一課課文朗讀錄音檔步驟說明簡報 106
附件六 UNIT 3課文上課教材 110
附錄七 TED-TALK: ONE SCENIC SPOT I’VE VISITED 114
附錄八 UNIT 4課文上課教材 115
附錄九 上傳朗讀BUTTERFLY詩之錄音檔 118
附錄十 UNIT 4對話上課教材 119
附錄十一 UNIT 5課文上課教材 122





 
表次
表3-1以VT平台實施合作學習策略於國中英語口說學習的前實驗設計表……………29
表3-2實驗教學的實施流程表 43
表3-3本研究之質性資料編碼表範例 49
表3-4本研究蒐集的資料與研究問題之相對應關係 50
表4-1學生開始學習英語學習階段 53
表4-2學生參與校外補習年限概況 54
表4-3學生參與校外補習對英語能力之影響概況 55
表4-4學生對上英文課喜好感 56
表4-5學生對其英語程度認知 56
表4-6學生最擅長與最不擅長之英語技能 57
表4-7學生課後練習英語聽力概況 59
表4-8學生課後練習英語聽力原因 59
表4-9學生課後不會練習英語聽力原因 59
表4-10學生課後練習英語口說概況 60
表4-11學生課後練習英語口說原因 60
表4-12學生課後不會練習英語口說原因 60
表4-13家中網路設備調查概況 61
表4-14學生資訊能力調查 61
表4-15英語學習焦慮量表描述性統計 63
表4-16 Mauchly’s W球形檢定表 63
表4-17英語學習焦慮重複量測變異數分析 63
表4-18英語學習焦慮重複量測變異數分析 64
表4-19英語學習動機量表描述性統計 65
表4-20 Mauchly’s W球形檢定表 65
表4-21英語學習動機重複量測變異數分析 65
表4-22英語學習動機重複量測變異數分析 66




圖次
圖2-1 VT軟體的網頁介面 14
圖3-1 研究架構圖 30
圖3-2 VT平台Create操作畫面 32
圖3-3 VT平台操作畫面 33
圖3-4 點選Comment給予回饋功能及其方式操作畫面 34
圖3-5 研究流程圖 39
圖3-6 研究進度甘特圖 40
圖3-7 本研究的三角驗證圖 51
圖4-1 學生開始學習英語學習階段人數百分比 54
圖4-2學生參與校外補習年限概況人數百分比 55
圖4-3學生對上英文課喜好感人數百分比 56
圖4-4學生對其英語程度認知人數百分比 57
圖4-5學生最擅長之英語技能人數百分比 58
圖4-6學生最不擅長之英語技能人數百分比 58
圖4-7學生資訊能力調查人數百分比 62

參考文獻
中文部分
王千倖（1997）。合作學習。師友月刊，364，34-38。
王文科、王智弘（2014）。教育研究法。臺北市：五南。
王全世（2000）。資訊科技融入教學之意義與內涵。資訊與教育，82，23-30。
王泳欽（2013）。英語學習焦慮、學習動機與學習成就之研究：以雲林縣某國中為例（未出版之碩士論文）。國立虎尾科技大學經營管理研究所在職專班，雲林縣。
王荔民（2015）。英語線上影音學習平台對國中生英語學習動機之影響（未出版之碩士論文）。國立屏東大學英語學系碩士班，屏東縣。
王曉薇（2013）。VoiceThread平台融入國小英語學習之影響研究（未出版之碩士論文）。國立清華大學人資處課程與教學碩士班，新竹市。
江映青（2009）。國中學生Podcasting英語學習模式的創新傳佈及學習成效、學習動機之研究（未出版之碩士論文）。國立嘉義大學教育科技研究所，嘉義市。
余怡佳（2013）。國中生英語學習動機、自我效能、英語溝通意願及英語學習成就之研究（未出版之碩士論文）。國立彰化師範大學兒童英語研究所，彰化縣。
呂松庭（2005）。你有吃蔬菜嗎？學外語，不是只為了贏。張老師月刊，332，11。
呂麗芬、王滿華（2010）。VoiceThread及其教育應用。現代教育技術，20（4），123-126。
李炯英、林生淑（2007）。國外二語/外語學習焦慮研究30年。國外外語教學，4，57-63。
沈珮文（2001）。宜蘭縣國中生父母管教態度、英語焦慮與英語學習動機之關係研究（未出版之碩士論文）。國立高雄師範大學教育學系，高雄市。
林奇賢（2000）。虛擬學校之建構與應用。資訊應用導航，45，10-25。
林岱蓉（2015）。使用LearnMode數位教育平台輔以合作學習對國中生英語學習動機與學習成就之研究（未出版之碩士論文）。中華大學科技管理學系碩士班，新竹市。
林怡箴（2007）。運用平板電腦支援教師於課堂合作學習活動之融入與應用（未出版之碩士論文）。國立清華大學數位學習科技研究所，新竹市。
林倩如（2005）。台灣能力分組國中生之英語學習焦慮研究（未出版之碩士論文）。國立彰化師範大學英語學系，彰化縣。
林素菊（2010）。投影式說故事教學對學習動機及閱讀理解能力的影響（未出版之碩士論文）。南台科技大學應用英語系，臺南市。
邱裕惠（2002）。合作學習在國中英語教室之應用研究（未出版之碩士論文）。國立臺灣師範大學英語研究所，臺北市。
邱麗娟（2010）。合作學習影響國中學生學業成就、學習動機及社會技巧之行動研究~以英語科為例（未出版之碩士論文）。國立彰化師範大學教育研究所，彰化縣。
徐玉婷（2004）。國中生英語焦慮、英語學習動機與英語學習策略之相關研究（未出版之碩士論文）。國立成功大學教育研究所，台南市。
徐美桂（2013）。WebQuest融入英語文化課程對不同學習風格學生的學習動機與成效之研究（未出版之碩士論文）。淡江大學教育科技學系碩士在職專班，新北市。
徐曉薇（2014）。合作學習運用在國中英語教學之行動研究（未出版之碩士論文）。國立雲林科技大學應用外語系，雲林縣。
馬明孝（2010）。網路探究對台灣國中生英語學習動機與成效之影響（未出版之碩士論文）。中原大學應用外語研究所，桃園市。
張世忠（2005）。網路融入協同教學之研究：以國中自然與生活科技領域為例。中原學報，33（4），725-743。
張春興（2012）。教育心理學：三化取向的理論與實踐。臺北市：東華。
張哲碩（2013）。國中生英語學習動機、英語學習焦慮與自我效能之相關研究－以台東縣為例（未出版之碩士論文）。國立臺東大學教育學系，臺東縣。
張基成、王秋錳（2008）。台北市高職教師資訊科技融入教學創新行為及其預測指標之分析。教學科技與媒體，86，20-42。
張稚雀（2005）。以<<大家說英語>>實施合作學習在台南市建興國中英語教室之研究（未出版之碩士論文）。國立高雄師範大學英語學系，高雄市。
張維仁（2007）。資訊科技融入國中學生英語學習成效之分析。國民教育，49（6），90-96。
張曉瑜（2009）。運用GS輔助國中英語合作學習之研究（未出版之碩士論文）。國立清華大學數位學習科技研究所，新竹市。
教育部（2012）。教育部九年一貫97課程綱要。取自 http://teach.eje.edu.tw/9CC2/9cc_97.php
許惠茹（2014）。國中一年級英語科實施分組合作學習之行動研究（未出版之碩士論文）。國立中正大學課程研究所，嘉義縣。
許繼德（2009）。資訊融入同儕教導制英語補救教學之應用。屏東教育大學學報-教育類，32，139-168。
郭瑞珍（2011）。國中生英語學習動機、英語使用、英語溝通意願及英語學習成就之研究（未出版之碩士論文）。國立彰化師範大學英語學系，彰化縣。
陳怡芳（2013）。國中英語教師使用電子書輔助教學對學生學習動機及學習成就之影響研究（未出版之碩士論文）。中原大學教育研究所，桃園市。
陳美莉（2012）。網路合作學習對國中生英文學習成效之研究（未出版之碩士論文）。國立彰化師範大學資訊工程學系，彰化縣。
陳琦璘（2008）。國一、二生外語學習焦慮與英語成就之相關性研究（未出版之碩士論文）。東海大學外國語文學系，臺中市。
陳瑞芳（2013）。透過網路團體學習使用線上同儕及老師的評語增進以英語為外語學習的學生之口語能力表現（未出版之碩士論文）。靜宜大學英國語文學系，臺中市。
陳德懷、林玉珮（2002）。啟動學習革命：全球第一個網路教育城市亞卓市。臺北市：遠流。
陳霖慧（2015）。合作學習對國中二年級低成就學生英語學習成就與學習動機影響之研究（未出版之碩士論文）。國立臺中教育大學教育學系，臺中市。
陳麗媛（2012）。互動式電子白板融入國中英語教學對學生學習動機與學習成就影響之行動研究（未出版之碩士論文）。國立彰化師範大學教育研究所，彰化縣。
黃政傑、林珮璇（1996）。合作學習。臺北市：五南。
潘姿延（2014）。電子教科書融入英語教學對國中生英語學習動機與學習成就之影響（未出版之碩士論文）。國立臺南大學教育學系課程與教學碩士在職專班，臺南市。
蔡佳薇（2014）。專題導向學習對國中學生英語學習動機成效之研究-以平板電腦結合網路資源為例（未出版之碩士論文）。國立臺灣師範大學課程與教學研究所，臺北市。
羅貝珍（2011）。應用點讀筆提升英語朗讀流暢度、學習動機及學習滿意度研究（未出版之碩士論文）。國立政治大學圖書資訊學數位碩士在職專班，臺北市。
羅藍（2013）。合作學習教學法對國中生英語學習動機、讀寫能力及聽力之研究（未出版之碩士論文）。聖約翰科技大學自動化及機電整合研究所，新北市。













西文部分
AbuSeileek, A. F. (2007). Cooperative vs. individual learning of oral skills in a CALL environment. Computer Assisted Language Learning, 5(20), 493-514. doi:10.1080/09588220701746054
AbuSeileek, A. F. (2012). The effect of computer-assisted cooperative learning methods and group size on the EFL learners’ achievement in communication skills. Computers & Education, 58(1), 231-239. doi:10.1016/j.compedu.2011.07.011
Aldhafri, S., Alkharusi, H., & Al Ismaili, A. (2015). Predicting English test anxiety: How memorization and critical thinking function? Theory and Practice in Language Studies, 5(6), 1159-1165. doi:10.17507/tpls.0506.05
Almekhlafi, A., & Almeqdadi, F. (2010). Teachers' perceptions of technology integration in the United Arab Emirates school classrooms. Journal of Educational Technology & Society, 13(1), 165-175.
Arnold, N. (2007). Technology-mediated learning 10 years later: Emphasizing pedagogical or utilitarian applications? Foreign Language Annals, 40(1), 161-181. doi:10.1111/j.1944-9720.2007.tb02859.x
Arnold, N., & Ducate, L. (2006). Future foreign language teachers’ social and cognitive collaboration in an online environment. Language Learning & Technology, 10, 42-66.
Azizinezhad, M., Hashemi, M., & Darvishi, S. (2013). Application of cooperative learning in EFL classes to enhance the students’ language learning. Procedia - Social and Behavioral Sciences, 93, 138-141. doi:10.1016/j.sbspro.2013.09.166
Bailey, K. M., & Savage, L. (1994). New ways in teaching speaking. Alexandria, VA: TESOL.
Belmechri, R., & Hummel, K. (1998). Orientation and motivation in the acquisition of English as a second language among high school students in Quebec City. Language Learning, 48, 219-244. doi:10.1111/1467-9922.00040
Brown, H. D. (2004). Principles of language learning and teaching. Englewood Cliffs, NJ: Prentice Hall.
Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy. White Plains, NY: Pearson Education.
Brunvand, S., & Byrd, S. (2011). Using VoiceThread to promote learning engagement and success for all students. Teaching Exceptional Children, 43(4), 28-37. doi:10.1177/004005991104300403
Calderon, M., Slavin, R., & Sanchez, M. (2011). Effective instruction for English learners. The Future of Children, 21(1), 103-127. doi:10.1353/foc.2011.0007
Chan, M., & Pallapu, P. (2012). An exploratory study on the use of VoiceThread in a business policy course. Journal of Online Learning and Teaching, 8(3), 223-227.
Chapelle, C., Jamieson, J., & Park, Y. (1996). Second language classroom research traditions: How does call fit? In M. C. Pennington (Ed.), The power of CALL (pp. 33-55). Houston: Athelstan.
Chen, C.-M., & Lee, T.-H. (2011). Emotion recognition and communication for reducing second-language speaking anxiety in a web-based one-to-one synchronous learning environment. British Journal of Educational Technology, 42(3), 417-440. doi:10.1111/j.1467-8535.2009.01035.x
Chen, C.-M., Tan, C.-C., & Lo, B.-J. (2016). Facilitating English-language learners' oral reading fluency with digital pen technology. Interactive Learning Environments, 24(1), 96-118. doi:10.1080/10494820.2013.817442
Chen, W., & Looi, C. (2007). Incorporating online discussion in face to face classroom learning: A new blended learning approach. Australasian Journal of Educational Technology, 23(3), 307-326. doi:10.14742/ajet.1255
Chun, D. M., & Plass, J. L. (2000). Networked multimedia environments for second language acquisition. In M. Warschauer & R. Kern (Eds.), Network-based language teaching: Concepts and practice (pp. 151-170). New York: Cambridge University Press.
Cicconi, M. (2014). Vygotsky meets technology: A reinvention of collaboration in the early childhood mathematics classroom. Early Childhood Education Journal, 42(1), 57-65. doi:10.1515/libr.2011.008
Cooper, M., & Selfe, C. (1990). Computer conferences and learning: Authority, resistance, and internally persuasive discourse. College English, 52(8), 847-873. doi:10.2307/377388
Crookes, G., & Schmidt, R. W. (1991). Motivation: Reopening the research agenda. Language Learning, 41, 469-512. doi:10.1111/j.1467-1770.1991.tb00690.x
Csizér, K., & Dörnyei, Z. (2005). Language learners’ motivational profiles and their motivated learning behavior. Language Learning, 55(4), 613-659. doi:10.1111/j.0023-8333.2005.00319.x
Dörnyei, Z. (1994). Understanding L2 motivation: On with the challenge! . Modern Language Journal, 78(4), 515-523. doi:10.2307/328590
Dörnyei, Z. (1997). Psychological processes in cooperative language learning: Group dynamics and motivation. The Modern Language Journal, 81(4), 482-493. doi:10.2307/328891
Dörnyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. Language Learning, 53(1), 3-32. doi:10.1111/1467-9922.53222
Dalacosta, K., Kamariotaki, P. M., Palyvos, J. A., & Spyrellis, M. (2009). Multimedia application with animated cartoons for teaching science in elementary education. Computers & Education, 52, 741-748. doi:10.1016/j.compedu.2008.11.018
Davidson, N., & Worsham, T. (1992). Enhancing thinking through cooperative learning. New York: Teachers College of Columbia University.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Diaz-Rico, L. T. (2004). Teaching English learners: Strategies and methods. Boston: Allyn and Bacon.
Dӧrnyei, Z. (2001a). New themes and approaches in second language motivation research. Annual Review of Applied Linguistics, 21, 43-59.
Dӧrnyei, Z. (2001b). Teaching and researching motivation. Harlow, England: Longman.
Egbert, J., Paulus, T. M., & Nakamichi, Y. (2002). The impact of CALL in instruction on classroom computer use: A foundation for rethinking technology in teacher education. Language, Learning & Technology, 6(3), 108-126.
Ely, C. M. (1986). Language learning motivation: A descriptive and casual analysis. The Modern Language Journal, 70(1), 28-35. doi:10.1111/j.1540-4781.1986.tb05240.x
Ferris, D., & Tagg, T. (1996). Academic listening/speaking tasks for ESL students: Problems, suggestions, and implications. TESOL Quarterly, 30(2), 297-320. doi:10.2307/3588145
Fitz, M. (2006). Discourse and participation in ESL face-to-face written electronic conferences. Language Learning & Technology, 10(1), 67-86.
Flowerdew, J. (1996). Concordancing in language learning. In M. C. Pennington (Ed.), The power of CALL (pp. 97-113). Houston: Athelstan.
Ganschow, L., & Sparky, R. (1991). A screening instrument for the identification of foreign language learning problem. Foreign Language Annals, 24(5), 383-398. doi:10.1111/j.1944-9720.1991.tb00484.x
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Baltimore, MD: Edward Arnold.
Gardner, R. C., & Lambert, W. (1972). Attitudes and motivation in second-language learning. Rowley, Mass: Newbury House Press.
Gardner, R. C., & Smythe, P. C. (1981). On the development of the attitude/motivation test battery. Canadian Modern Language Review, 37(3), 510-525.
Ghorbandordinejad, F., & Ahmadabad, R. M. (2016). Examination of the relationship between autonomy and English achievement as mediated by foreign language classroom anxiety. Journal of Psycholinguistic Research, 45(3), 739-752. doi:10.1007/s10936-015-9371-5
Gillis, A., Luthin, K., Parette, H. P., & Blum, C. (2012). Using VoiceThread to create meaningful receptive and expressive learning activities for young children. Early Childhood Education Journal, 40(4), 203-211. doi:10.1007/s10643-012-0521-1
Guth, S., & Helm, F. (2010). Telecollaboration 2.0: Language, literacies and intercultural learning in the 21st century. Bern: Pater Long.
Hata, M. (2003). Literature review: Using computer-mediated communication in second language classrooms. Osaka Keidai Ronshu, 54(3), 115-125.
Hiebert, E. H., & Raphael, T. E. (1998). Early literacy instruction. Florence, KY: Delmar Learning.
Hoffman, R. (1994). The warm network, electronic mail, ESL learners, and the personal touch. On-CALL: The Australian Journal of Computers and Education, 8(2), 10-13.
Horwitz, E. K. (1986). Preliminary evidence for the reliability and validity of a foreign language anxiety scale. TESOL Quarterly, 20, 559-562. doi:10.2307/3586302
Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-126. doi:10.1017/s0267190501000071
Horwitz, E. K. (2010). Foreign and second language anxiety. Language Teaching, 43(2), 154-167. doi:10.1017/S026144480999036X
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. doi:10.1111/j.1540-4781.1986.tb05256.x
Hsu, Y.-C., Ching, Y.-H., & Grabowski, B. (2014). Web 2.0 applications and practices for learning through collaboration. In M. Spector, D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (pp. 747-758). New York: Springer.
Educause Learning Initiative (2009). 7 things you should know about VoiceThread. Retrieved from http://net.educause.edu/ir/library/pdf/ELI7050.pdf
Jacob, E. (1999). Cooperative learning in context. Albany: State University of New York Press.
Jacobs, G. M., & McCafferty, S. G. (2006). Connections between cooperative learning and second language learning and teaching. In S. G. McCafferty, G. M. Jacobs, & A. C. D. Iddings (Eds.), Cooperative learning and second language teaching (pp. 18-29). Cambridge, England: Cambridge University Press.
Jenkins, H., Purushotma, R., Clinton, K., Weigel, M., & Robison, A. J. (2006). Confronting the challenges of participatory culture: Media education for the 21st century. Chicago, IL: The MacArthur Foundation.
Jenkins, J. R., Antil, L. R., Wayne, S. K., & Vadasy, P. F. (2003). How cooperative learning works for special education and remedial students. Exceptional Children, 69, 279-292. doi:10.1177/001440290306900302
Johnson, D., Johnson, R., & Smith, K. (1991). Active learning: Cooperation in the college classroom. Edina: MR: Interaction Book Company.
Kagan, S. (1994). Cooperative learning. CA: Kagan Publishing.
Kessler, G. (2013). Collaborative language learning in co‐constructed participatory culture. CALICO Journal, 30, 307–322. doi:10.11139/cj.30.3.307-322
Knell, E., & Chi, Y. (2012). The roles of motivation, affective attitudes, and willingness to communicate among Chinese students in early English immersion programs. International Education, 41(2), 66-87,127.
Koricich, A. (2013). Technology review: Multimedia discussions through VoiceThread. The Community College Enterprise, 19(1), 76-79.
Leahy, C. (2008). Learner activities in a collaborative CALL task. Computer Assisted Language Learning, 21, 253–268. doi:10.1080/09588220802090295
Lee, L. (2010). Fostering reflective writing and interactive exchange through blogging in an advanced language course. ReCALL, 22, 212–222. doi:10.1017/S095834401000008X
Lee, L. (2011). Blogging: Promoting learner autonomy and intercultural competence through study abroad. Language Learning & Technology, 15, 87-109.
Lee, L. (2014). Digital news stories: Building language learners' content knowledge and speaking skills. Foreign Language Annals, 47(2), 338-356. doi:10.1111/flan.12084
Lee, S.-Y. (2012). Storytelling supported by technology: An alternative for EFL children with learning difficulties. TOJET: The Turkish Online Journal of Educational Technology, 11(3), 297-307.
Lerner, J., & Johns, B. (2009). Learning disabilities and related mild disabilities. Belmont, CA: Wadsworth.
Li, L., & Walsh, S. (2010). Technology uptake in Chinese EFL classes. Language Teaching Research, 15(1), 99-125. doi:10.1177/1362168810383347
Liao, P., & Chiang, M. (2002). The study of learning strategies used by applied English majors in junior college. The Journal of Chungchou, 16, 309-325.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
Liu, S. M. (2002). Exploring factor that affect second language reading. Journal of National Taichung Institute of Technology, 3, 351-362.
Long, M. H., & Porter, P. A. (1985). Group work, interlanguage talk, and second language acquisition. TESOL Quarterly, 19(2), 207-228. doi:10.2307/3586827
Lowther, D. L., Inan, F. A., Strahl, J. D., & Ross, S. M. (2008). Does technology integration “work” when key barriers are removed? Educational Media International, 45(3), 195-213. doi:10.1080/09523980802284317
Lys, F. (2013). The development of advanced learner oral proficiency using iPads. Language Learning & Technology, 17, 94–116.
MacIntyre, P. D. (1990). Language anxiety: A review of the research for language teachers. In D. J. Young (Ed.), Affective in foreign language and second language learning: A practical guide to creating a low-anxiety classroom atmosphere (pp. 24-45). Boston: McGraw-Hill.
MacIntyre, P. D., & Donovan, L. A. (2002). Sex and age effects on willingness to communicate, anxiety, perceived competence, and L2 motivation among junior high school French immersion students. Language Learning, 52(3), 537-564. doi:10.1111/1467-9922.00194
MacIntyre, P. D., & Gardner, R. C. (1991a). Investigating language class anxiety using the focused essay technique. Modern Language Journal, 75, 296-304. doi:10.1111/j.1540-4781.1991.tb05358.x
MacIntyre, P. D., & Gardner, R. C. (1991b). Language anxiety: Its relationship to other anxieties and to processing in native and second language. Language Learning, 41, 513-534. doi:10.1111/j.1467-1770.1991.tb00691.x
MacIntyre, P. D., & Gardner, R. C. (1991c). Methods and results in the study of anxiety and language learning: A review of the literature. Language Learning, 41, 85-117. doi:10.1111/j.1467-1770.1991.tb00677.x
MacIntyre, P. D., & Gardner, R. C. (1994). The subtle of language anxiety on cognitive processing in the second language. Language Learning, 44(2), 283-305. doi:10.1111/j.1467-1770.1994.tb01103.x
Marcia, W. K., & James, C. (2000). Active learning and cooperative learning: Understanding the difference and using both styles effectively. Research Strategies, 17(1), 35-44. doi:10.1016/S0734-3310(00)00022-7
Masgoret, A. M., & Gardner, R. C. (2003). Attitudes, motivation, and second language learning: A meta-analysis of studies conducted by Gardner and associates. Language Learning, 53(1), 167-210. doi:10.1111/1467-9922.00227
McCafferty, S. G., Jacobs, G. M., & Iddings, A. C. D. (2006). Cooperative learning and second language teaching. Cambridge, England: Cambridge University Press.
McCormack, V. (2010). Increasing teacher candidate responses through the application of VoiceThread. International Journal of Arts and Sciences, 3(11), 160-165.
McGroarty, M. (1996). Language attitudes, motivation, and standards. In S. L. McKay & N. H. Hornberger (Eds.), Sociolinguistics and language teaching (pp. 3-46). New York: Cambridge University Press.
Ning, H. (2010). Adapting cooperative learning in tertiary ELT. ELT Journal, 11, 1-11.
Olofsson, A. D., Lindberg, J. O., & Stödberg, U. (2011). Shared video media and blogging online. Campus - Wide Information Systems, 28(1), 41-55. doi:10.1108/10650741111097287
Olsen, R., & Kagan, S. (1992). About cooperative learning. In C. Kessler (Ed.), Cooperative Language Learning. Englewood Cliffs, NJ: Prentice Hall.
Oxford, R., & Shearin, J. (1994). Language learning motivation expanding the theoretical framework. Modern Language Journal, 78, 12-28. doi:10.1111/j.1540-4781.1994.tb02011.x
Parra, C., & Eduardo, G. (2000). Learning English through online discussion group. Journal of Adolescent & Adult Literacy, 44(1), 36-38.
Phillips, E. M. (1992). The effects of language anxiety on student oral test performance and attitudes. The Modern Language Journal, 76(1), 14-26. doi:10.1111/j.1540-4781.1992.tb02573.x
Phinney, M. (1996). Exploring the virtual world: Computers in the second language writing classroom. In M. C. Pennington (Ed.), The power of CALL (pp. 137-152). Houston: Athelstan.
Pintrich, P. L., & Schunk, D. H. (1996). Motivation in education: Theory, research, and applications. Englewood Cliffs, NJ: Prentice Hall.
Price, M. L. (1991). The subjective experience of foreign language anxiety: Interviews with highly anxious students. In E. K. Horwitz & D. J. Young (Eds.), Language anxiety: From theory and research to classroom implications. Upper Saddle River, NJ: Prentice Hall.
Relan, A., & Gillani, B. J. (1997). Web-based instruction and the traditional classroom: Similarities and differences. In B. Khan (Ed.), Web-based instruction (pp. 25-37). New Jersey: Educational Technology Publications.
Roblyer, M. D., & Edwards, J. (2000). Integrating educational technology into teaching. Upper Saddle River, N.J.: Merrill.
Roed, J. (2003). Language learner behavior in a virtual environment. Computer Assisted Language Learning, 16(2-3), 155-172. doi:10.1076/call.16.2.155.15880
Rosell‐Aguilar, F. (2013). Podcasting for language learning through iTunes U: The learners' view. Language Learning & Technology, 17, 74-93.
Rueda, R., & Chen, C.-Y. (2005). Assessing motivational factors in foreign language learning: Cultural variation in key constructs. Educational Assessment, 10(3), 209-229. doi:10.1207/s15326977ea1003_4
Samimy, K. K., & Tabuse, M. (1992). Affective variables and a less commonly taught language: A study in beginning Japanese classes. Language Learning, 42, 377-398. doi:10.1111/j.1467-1770.1992.tb01341.x
Satar, H. M., & Özdener, N. (2008). The effects of synchronous CMC on speaking proficiency and anxiety: Text versus voice chat. The Modern Language Journal, 92(4), 595. doi:10.1111/j.1540-4781.2008.00789.x
Shieh, R. S. (2012). The impact of Technology-Enabled Active Learning (TEAL) implementation on student learning and teachers’ teaching in a high school context. Computers & Education, 59, 206-214. doi:10.1016/j.compedu.2012.01.016
Siegle, D. (2011). Technology: Presentations in the cloud with a twist. Gifted Child Today, 34(4), 54-58. doi:10.1177/1076217511418076
Slavin, R. E. (1990). Cooperative learning: Theory, research and practice. Engliwood Cliff, NJ: Prentice Hall.
Sparks, R. L., & Ganschow, L. (1996). Teachers perceptions of students’ foreign language academic skills and affective characteristics. Journal of Educational Research, 89(3), 172-185. doi:10.1080/00220671.1996.9941323
Spielberger, C. (1983). Manual for the state-trait anxiety inventory (STAI-Form Y). Palo Alto, CA: Consulting Psychologists Press.
Spodark, E. (2002). Fostering technology use among second-wave foreign language faculty. IALL Journal of Language Learning Technologies, 34(1), 19-31.
Steinberg, F. S., & Horwitz, E. K. (1986). The effect of induced anxiety on the denotative and interpretive content of second language speech. TESOL Quarterly, 20, 131-136. doi:10.2307/3586395
Stern, H. H. (1983). Fundamental concepts of language teaching. Oxford: Oxford University Press.
Sun, Y. C. (2009). Voice blog: An exploratory study of language learning. Language Learning & Technology, 13, 88-103.
Tang, L.-Y. (2016). Formative assessment in oral English classroom and alleviation of speaking apprehension. Theory and Practice in Language Studies, 6(4), 751-756. doi:10.17507/tpls.0604.12
Wang, W., & Han, M. (2015). Quantitative analysis of the speech of the teachers and students in high school English classroom-based on information technology-based interaction analysis system. Theory and Practice in Language Studies, 5(10), 2107-2111. doi:10.17507/tpls.0510.18
Warschauer, M. (1996). Motivational aspects of using computers for writing and communication. Honolulu: University of Hawaii, Second Language Teaching & Curriculum Center.
Wen, W. P., & Clement, R. (2003). A Chinese conceptualization of willingness to communication in ESL. Language, Culture and Curriculum, 16(1), 18-38. doi:10.1080/07908310308666654
Wheatley, G. H. (1991). Constructivist perspectives on science and mathematics learning. Science Education, 75(1), 9-21. doi:10.1002/sce.3730750103
Wichadee, S., & Orawiwatnakul, W. (2012). Cooperative language learning: Increasing opportunities for learning in teams. Journal of College Teaching & Learning, 9(2), 93-100. doi:10.19030/tlc.v9i2.6903
Wood, K. D., Stover, K., & Kissel, B. (2013). Using digital VoiceThreads to promote 21st century learning. Middle School Journal, 44(4), 58-64. doi:10.1080/00940771.2013.11461865
Woodrow, L. (2006). Anxiety and speaking English as a second language. Regional Language Center Journal, 37(3), 308-328. doi:10.1177/0033688206071315
Yang, S.-H. (2009). Using blogs to enhance critical reflection and community of practice. Educational Technology & Society, 12(2), 11-21.
Young, D. J. (1990). An investigation of students’ perspectives on anxiety and speaking. Foreign Language Annals, 23(6), 539-559. doi:10.1111/j.1944-9720.1990.tb00424.x
Young, S.-C., & Wang, Y.-H. (2014). The game embedded CALL system to facilitate English vocabulary acquisition and pronunciation. Journal of Educational Technology & Society, 17(3), 239-251. doi:10.1109/CHINSL.2004.1409655
Zhao, Y. (2007). Social studies teachers’ perspectives of technology integration. Journal of Technology and Teacher Education, 15(3), 311-333.
Zhou, H. (2012). Enhancing non-English majors’ EFL motivation through cooperative learning. Procedia Environmental Sciences, 12, 1317-1323. doi:10.1016/j.proenv.2012.01.428
Zorigian, K. A. (2009). The effects of web-based publishing on students' reading motivation. Available from ProQuest Dissertations and Theses database. (UMI No. 1467316)