研究目的

本研究旨在探討臺灣大學生由於 COVID-19 疫情影響，使得學習模式被迫由傳統課室實體課程改為遠距課程後，其同時參與同步與非同步資訊科技輔助通識英語文課程的學習成就、學習態度、學習觀點，以及對未來教學的反思與挑戰。

研究設計／方法／取徑

本研究以兩班大一通識英語文課程共 90 位同學為研究對象，透過英語文學習成就測驗與因應疫情設計的課程學習問卷調查，探討學生在遠距課程中的學習成就與態度。研究同時搭配半結構深度訪談，運用紮根理論反覆閱讀並分析逐字稿，以探究大學生的質性回饋。本研究採用混合研究法，經由量化與質性資料的交叉分析比對，冀望達到質量相輔之研究結果。

研究發現或結論

修課學生在參與 8 週非自願遠距課程後，英語文學習成就前後測進步值達到顯著差異，且在易用性、有用性、互動性等面向持正面態度。研究發現，重複觀看教學影片的學生對線上形成性評量持較認同態度，而低英語成就學生則高度認同線上聊天室的留言互動功能。質性觀點歸納出五點發現：線上課程會放大實體課程的既有問題、促進適性學習、加速無所不在學習的需求、提升自主學習意識，並反應出實體校園具有無法被完全取代的價值。

研究原創性／價值

2020 年前的遠距教學文獻鮮少針對重大疫情下的教學模式進行探討。由於臺灣疫情相對緩和，雖維持常態教學，但也可能面臨數位轉型迫切性不足而導致經驗落後全球的挑戰。本研究透過完整施行 8 週以上的大學遠距英語文課程實證研究，提供後疫情時代教學設計之參考，且研究樣本涵蓋各院系學生，呈現出大學生對遠距英語課程觀點的綜觀縮影。

教育政策建議或實務意涵

針對後疫情時代的英語文教學，本研究提出四項建議。首先，建議採用混成式學習以結合線上與實體課程的優勢。其次，語言教師應思考提升線上互動以形成緊密的學習社群。第三，應教導學生自我導向學習能力，以培養終身學習的特質。最後，應善用教育科技強化教學穿透力，進而提升學生的學習動機與興趣。

Purpose

This study aims to explore the English learning achievement, learning attitudes, perceptions, and challenges faced by college students experiencing both synchronous and asynchronous distance English teaching in Taiwan during the COVID-19 pandemic.

Design/methodology/approach

Ninety freshman students in two General English classes of a university in central Taiwan participated in this study. Quantitative data from pre- and post-English achievement tests and a learning attitude questionnaire designed for the pandemic were collected. In-depth semi-structured interviews were also conducted and analyzed through Grounded Theory. This study adopted a mixed-method research strategy to cross-validate qualitative and quantitative data to strengthen the findings.

Findings/results

Upon completing an eight-week course of involuntary distance learning, the difference between the pre- and post-English achievement test results was significant. The learning attitude of the students was relatively positive regarding ease of use, usefulness, and interaction. Students who re-visited teaching videos developed a more positive attitude toward online formative assessments, and low achievers held a highly positive attitude toward the text-based message function on synchronous software.

Qualitative findings revealed that online courses could amplify existing physical classroom problems, facilitate adaptive learning, and expedite the acceptance of ubiquitous learning. Furthermore, the pandemic raised awareness that autonomous learning is key for the future, though it was noted that the physical campus cannot be 100% replaced by online learning.

Originality/value

Prior to 2020, very little research had been conducted on distance learning specifically during pandemics. Due to Taiwan's low case numbers, it remained one of the few countries maintaining physical classrooms, which risked its digital learning research falling behind. This empirical research provides evidence-based results for pedagogy design in the post-pandemic era, involving students from various colleges to reveal comprehensive perceptions.

Implications for Policy/Practice

Blended learning is suggested as an ideal mode for retaining the essence of both online and onsite teaching. Language instructors should strengthen online interactions to build active learning communities, and students must be taught self-directed learning skills to become autonomous learners. Additionally, educational technology should be employed to enhance teaching impact and intensify motivation.

科技輔助語文教學、遠距教學、同步教學、非同步教學、COVID-19

technology-enhanced language learning, distance learning, synchronous learning, asynchronous learning, COVID-19