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Effects of Phrase-cued Text on Taiwanese EFL Children's Retell Fluency
註記短語與斷句文本對臺灣國小學童英語重述能力的影響
摘要
This study examines effects of phrase-cued text on EFL children's retell fluency (RTF). The participants included 12 classes of fifth and sixth graders (six classes for each grade) with a total of 258 students from a public elementary school in central Taiwan. Among them, 128 participants were considered higher proficiency students and 130 were lower proficiency students based on results of the General English Proficiency Test Kids (GEPT Kids) adopted to assess their reading ability for two purposes: to ensure the homogeneity of reading proficiency among six classes in each grade and to divide them into two proficiency levels. Six classes of each grade were randomly divided into two groups: Phrase-cued Group (PCG) and Control Group (CG). The former was given a phrase-cued text, while the latter was given a conventional text. A 198-word text, Spring is coming, chosen from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS 6th edition) developed by Good and Kaminski (2007) was used to assess participants' retell fluency. Results showed that PCG significantly surpassed CG in RTF scores. When reading proficiency was taken into account, further analysis indicated PCG with higher English proficiency significantly outperformed its counterpart (i.e., CG with higher English proficiency) and PCG with lower English proficiency also remarkably surpassed its counterpart (i.e., CG with lower English proficiency). Additionally, PCG with lower English proficiency performed similarly to CG with higher English proficiency. These results suggested phrase-cued text significantly improved both higher and lower proficiency groups' RTF performances, especially for the lower one. Based on findings of this study, phrase-cued text is suggested as effective teaching material to facilitate EFL children's retell fluency.
並列摘要
本研究探討註記短語與斷句文本對EFL學童重述能力（RTF）的影響。研究對象為258位中臺灣一所國小的五、六年級學生。其中，高閱讀能力的學生有128位，低閱讀能力的學生則有130位。學生的閱讀能力以語言訓練測驗中心所發展的小學英檢進行測驗，以便測量他們的英語閱讀能力在每個年級的六個班級中是否為同質性。完成閱讀學習背景問卷和閱讀能力測驗後，研究人員將五、六年級共十二個班級的學生平均隨機分成兩組：短語提示組（PCG）和對照組（CG）。其中，實驗組閱讀有註記短語與斷句的文本，而對照組則閱讀無註記短語與斷句的文本。重述能力測驗所使用的文本為截錄自早期基礎讀寫能力動態指標〈DIBELS第六版〉總字數198字的文章〈Spring is coming〉。結果顯示，短語提示組（PCG）在重述能力（RTF）評分上顯著超過了對照組（CG）。當使用閱讀能力和閱讀有無註記短語與斷句文本的兩個因素將學生分成四組時，事後比較結果顯示高程度者在閱讀註記短語與斷句文本後的重述能力表現比高程度者閱讀無註記短語與斷句文本的表現顯著的好；並且，低程度者在閱讀註記短語與斷句文本後的重述能力表現比低程度者閱讀無註記短語與斷句文本的表現顯著的好。此研究結果顯示註記短語與斷句文本能提升高、低程度學生的重述能力表現。其中，低程度者在閱讀註記短語與斷句文本後的重述能力表現和高程度者使用無註記短語與斷句文本的表現並無顯著差異。此研究結果顯示，閱讀註記短語與斷句文本能有效提升學生的重述能力或閱讀理解能力，尤其是對低程度的學生特別有效。最後，根據本研究的發現，建議英語教師們可以有效使用註記短語與斷句文本作為教材，以提升以英語為外語學習者的重述能力或閱讀理解能力。