為了縮短英文聽力理解的城鄉差距，此混合方法研究之目的為探討影視教學對台灣EFL學生的英語聽力理解之影響，同時也探究學生對此影片教學課程的英語聽力理解動機與態度。實驗對象皆來自花蓮中部偏鄉地區某國中的十五名學生，參與長達九週的影片融入英語教學課程。
研究中的量化資料包括「英語聽力理解測驗」與「英語聽力理解動機量表」前、後測分數，進行無母數相依樣本Wilcoxon符號等級檢定分析來檢測學生的前、後測分數是否有達到顯著差異。質性資料蒐集來源為半結構式訪談與研究者的課堂觀察紀錄，並以質性資料分析法來研究。
根據研究結果顯示，影視教學對花蓮偏鄉地區EFL國中學生的英語聽力理解具有正向的影響力。針對英語聽力理解動機，有九名學生提升學習動機，包含三名高成就學習者與六名中等成就學習者；而另外有六名學生，包含兩名低成就學習者與四名中等成就學習者，因字彙量不足及不適應英語母語人士的語速，而造成英語聽力理解動機不強。然而，運用視覺輔助與合作式學習方式有助於激發參與者的英語聽力理解動機。此外，影視教學讓參與者有正向、積極的學習態度。最後，研究者根據本研究結果提出具體建議以供參考。

In order to reduce the gap in English listening comprehension between rural and urban schools, the purposes of this mixed-methods study were to examine the impact of video-based instruction on the listening comprehension ability of Taiwanese EFL (English as a Foreign Language) learners and to investigate students’ listening comprehension motivation and attitude towards video-based instruction. There were fifteen participants from a junior high school in the rural area of Hualien County in this study with the participants instructed using a video-based curriculum for nine weeks.
The quantitative data in this research was collected by means of an “English Listening Comprehension Test” and “English Listening Comprehension Motivation Scale”. For the quantitative data analysis, a pre-test post-test design with a non-parametric dependent-sample Wilcoxon Sign-Rank Test was used to investigate whether video-based instruction could improve English listening comprehension and motivation for EFL learners. The qualitative data was collected from semi-structured interviews and the researcher’s classroom observations to discover the students’ opinions toward video-based instruction. This qualitative data was coded and categorized by adopting qualitative data analysis (QDA).
According to the results of this study, it was indicated that video-based instruction did have beneficial effects on the listening comprehension ability of Hualien EFL learners. Additionally, nine participants, including three high achievers and six middle achievers, were more motivated after the instruction because of their willingness to learn. Six of the participants, however, including four middle achievers and two lower achievers, had their motivation reduced in listening comprehension because of their limited vocabulary size and the problem of speech rates. To investigate further, visual aids and cooperative learning motivated the EFL learners in terms of their listening comprehension learning process. Overall, they had a positive attitude toward video-based instruction. Finally, the researcher proposed the suggestions based on the findings of this study in the hope of spurring students’ motivation.

CHAPTER ONE INTRODUCTION 1
1.1 BACKGROUND OF THE STUDY 1
1.2 STATEMENT OF THE PROBLEM 1
1.3 PURPOSE OF THE STUDY 1
1.4 RESEARCH QUESTIONS 2
1.5 SIGNIFICANCE OF THE STUDY 2
1.6 LIMITATIONS AND DELIMITATION 2
1.7 DEFINITION OF TERMS 3
1.7.1 Video-based Instruction 3
1.7.2 Video Clips 3
1.7.3 VoiceTube 3
1.7.4 Listening Comprehension 3
1.7.5 Whole Language Approach 4
1.7.6 English Listening Comprehension Motivation 4
1.7.7 Bilingual Subtitles 4
CHAPTER TWO LITERATURE REVIEW 5
2.1 LISTENING COMPREHENSION 5
2.2 VIDEO CLIPS IN LISTENING COMPREHENSION 6
2.3 ENHANCING ENGLISH LISTENING COMPREHENSION MOTIVATION BY USING VISUAL MATERIALS 11
CHAPTER THREE METHODOLOGY 13
3.1 RESEARCH DESIGN 13
3.2 CONTEXT AND PARTICIPANTS 13
3.3 INSTRUCTIONAL DESIGN 15
3.3.1 Video Clips from VoiceTube 16
3.3.2 Whole Language Approach 16
3.3.3 Video-Based Lesson Plan 17
3.4 DATA COLLECTION 20
3.4.1 English Listening Comprehension Test 20
3.4.2 English Listening Comprehension Motivation Scale 21
3.4.3 Semi-Structured Interview 21
3.4.4 Field Notes and Classroom Observations 22
3.5 DATA ANALYSIS 22
3.5.1 Qualitative Data Analysis 23
3.5.2 Quantitative Data Analysis 25
3.5.3 Triangulation 25
CHAPTER FOUR RESULTS AND DISCUSSION 27
4.1 WHAT IMPACT HAS VIDEO-BASED INSTRUCTION MADE IN THE DEVELOPMENT OF THE LISTENING COMPREHENSION OF EFL JUNIOR HIGH SCHOOL STUDENTS? 27
4.1.1 Listening Comprehension 27
4.1.2 Discussion 30
4.2 WHAT ARE EFL JUNIOR HIGH SCHOOL LEARNERS’ LISTENING COMPREHENSION MOTIVATION AND ATTITUDE ABOUT USING VIDEO-BASED INSTRUCTION FOR TRAINING LISTENING COMPREHENSION? 32
4.2.1 Students’ English Listening Comprehension Motivation 32
4.2.2 Students’ Attitude toward Video-based Instruction 36
4.2.3 Discussion 37
CHAPTER FIVE CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS 39
5.1 CONCLUSIONS 39
5.2 IMPLICATIONS 40
5.3 SUGGESTIONS 40
REFERENCES 41
APPENDIX A PREVIOUS REPORT TOWARD WHOLE LANGUAGE APPROACH 47
APPENDIX B SCOPE AND SEQUENCE 53
APPENDIX C LESSON PLAN WITH VIDEO-BASED INSTRUCTION 54
APPENDIX D APPROVAL FROM CAP OF RCPET 55
APPENDIX E ENGLISH LISTENING COMPREHENSION TEST OF CAP 56
APPENDIX F ENGLISH LISTENING COMPREHENSION MOTIVATION SCALE 60
APPENDIX G SEMI-STRUCTURED INTERVIEW QUESTIONS 62
APPENDIX H COMPARISON SCORES OF PRETEST POSTTEST MOTIVATION QUESTIONNAIRE (8 POSITIVE-GROWTH PARTICIPANTS) 63
APPENDIX I COMPARISON SCORES OF PRETEST POSTTEST MOTIVATION QUESTIONNAIRE (6 NEGATIVE-GROWTH PARTICIPANTS AND 1 EVEN-GROWTH PARTICIPANT) 64
APPENDIX J SLIDES OF LESSON 2 65

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