Effects of Online Summary Writing for EFL Readers at Different Levels

線上摘要撰寫系統之成效：從不同閱讀程度之英文學習者來看

邱嘉慧(Chia-Hui Chiu) ； 游媛淇(Yuan-Chi Yu)

《東吳外語學報》 37期 (2013/09) Pp. 35-65

摘要

本研究旨在評估「WriteToLearn線上摘要撰寫軟體」於輔助英語學習之效能，將33位大學英文主修生依閱讀前測驗成績分為高、低閱讀能力組後，接受為期十週之線上摘要撰寫訓練；研究者檢視學生在閱讀理解、字彙知識以及摘要撰寫三方面之進步情形，以重複衡量多變量分析結果顯示：（一）線上摘要撰寫訓練能有效地幫助英語學習者改進微觀層次的閱讀理解及字彙知識，但在宏觀層次的閱讀理解上，學習者的進步程度則不顯著，兩組學生大致上呈現相似的發展趨勢。原本高、低閱讀能力兩組學生，在閱讀理解上的顯著差距於訓練後消失，亦即低閱讀能力組之閱讀理解能力於訓練後不亞於高閱讀能力組。（二）在字彙知識上，雖然兩組的差距於訓練後仍存在，但兩組皆呈現穩定進步。（三）在摘要撰寫能力方面，十週訓練期間，兩組學生表現類似，拼字錯誤及重複內容持續呈現低比例。兩組學生抄寫原文的情形稍有改進，但在判斷重要內容方面表現不穩定。以上研究結果可作為台灣英語教學實作之參考，本文最末為日後相關研究提供建議。

關鍵字

線上摘要撰寫 ； 閱讀理解 ； 字彙知識

並列摘要

This study evaluates the effects of the WriteToLearn online summary writing program for EFL learners at different levels. Thirty-three freshmen majoring in English were divided into either a high-level reading group or a low-level reading group based on their reading pretest scores. The two groups received online summary writing training for 10 weeks. Their performances on the micro-level and macro-level reading test, the vocabulary test and the summary writing assignments were investigated. A one-way repeated measures multivariate analysis (one-way repeated measures MANOVA) was conducted. The results show that:1. The online summary writing training effectively helped the EFL learners improve their micro-level reading comprehension and vocabulary knowledge of the selected words but not their macro-level reading comprehension. And both groups had similar developmental trends. In addition, the gaps between the two groups in their micro-level and the macro-level reading comprehension closed as a result of the online summary writing training, which implies that the low-level reading group was no longer inferior to the high-level reading group after the training.2. As for vocabulary knowledge of the words selected, the high-level and low-level reading groups made steady improvements at a similar rate although the gap between the two groups still remained.3. As for summary writing performances, both groups consistently demonstrated low percentages of spelling mistakes and repeated content throughout the training. Both groups also showed a tendency toward a decrease in copying. Their ability to exclude unimportant content was not steady as the percentages fluctuated throughout the training.Pedagogical implications are discussed and suggestions for future research are provided.

並列關鍵字

online summary writing ； reading comprehension ； vocabulary knowledge

參考文獻

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