Development of Internet-optimized Self-study Materials and Learning Environment

本研究的目的在于利用最新资讯科技与资讯科技环境，建立一个供外国学生学习日语的学习系统。我们的目标是根据学习者的学习记录和成绩反馈，通过改进系统来创造一个更有效的学习环境。本系统利用多媒体技术向学习者提供日语教材，详细记录用户的行为和状态，并将这些信息与用户的学习成绩相结合，以便更好地把握用户的不足，加以补充。与此同时，我们试图找到一种方法来创建有效的教材和页面结构，以简化学习过程。我们的目标是建立直接影响语言学习中听、说、读、写四个重要因素学习效果的系统结构和教材。我们已经在一个电子学习系统上实施了我们的想法并对其进行了评估。我们安排了一个实验课程，让台湾大学日语系的大一学生在我们的电子学习系统上使用我们的材料，并检验了我们系统的效果。我们的评估包括对教师评论、用户行为日志和问卷的分析。老师们的评论表明，学生们根据他们的熟练程度使用不同的系统。通过对行为日志和问卷调查的分析，我们发现有些材料是不经常学习的，因此对他们的学习没有什么帮助，有些材料是困难的，因此避免了。本研究最重要的成果是，它使我们能够从客观访问日志的角度来评估语言教材，而不是传统的从开发者和用户的角度来评估材料。本研究对CALL材料的开发和评价方法的开发具有一定的指导意义。

The aim of this study is to build a learning system for foreign students to learn Japanese making use of the latest information technology and IT environments. We also aim to create a more effective learning environment by improving the system based on the feedback from the learners' records of learning and achievements. This system offers the learners Japanese teaching materials that utilize multi-media technologies, records detailed behavior and status of the users, and combines this information with their achievements so that it could well grasp their weak points and supplement them. At the same time, we try to find a way to create effective teaching materials and page structures that ease the learning procedures. We aim to establish those system structures and teaching materials that directly affect the effectiveness of learning in listening, speaking, reading, and writing that are four important factors in language learning. We have implemented our ideas on an e-learning system and evaluated it.We arranged an experimental course where Taiwanese university freshman students at a department of Japanese used our materials on our e-learning system, and we examined the effect of our system. Our evaluation consists analyses of teachers' remarks, the users' behavior logs, and questionnaires. The teachers' remarks have revealed that the students use the system differently according to their proficiency levels. Our analyses of behavior logs and questionnaires have revealed that some of the materials are learned infrequently and thus make little contribution to their learning, and some others are difficult and so avoided. The most important achievement of this study is that it enables us to evaluate language teaching materials in terms of objective access logs in addition to the conventional evaluation of the materials from the perspectives of developers and users. This study can have some impact on development of CALL materials and new ways of evaluating them.