Enhancing L2 Digital Reading for EFL Learners

提升第二語學習電子書閱讀效益研究

劉宇挺(Yeu-Ting Liu)

《英語教學期刊》 39卷2期 (2015/06) Pp. 33-64

https://doi.org/10.6330/ETL.2015.39.2.02

摘要

隨著科技廣泛地運用在第二語學習閱讀文本上，許多提升第二語學習的電子書大量崛起。但是現存研究卻指出電子書的效益並非總是比紙本書還高。電子書的效益之所以無法最大化，其中最可能的解釋因素便是數位內容的呈現模式並非最適合第二語學習者閱讀策略。為了找出最佳數位內容呈現模式，本研究針對72位英語第二語學習者的在不同呈現模式與不同閱讀輔助情境下的閱讀表現進行分析。本研究發現逐步呈現電子數位內容於同一頁中對英語第二語學習者的閱讀理解與內容記憶反而不如同時把數位電子內容同一時間一併呈現。本研究更發現英語第二語學習者在不同數位內容呈現模式下，對於不同理解輔助刺激有不同程度的依賴。根據上述發現，本研究探討最佳化的第二語電子書內容呈現與設計。

關鍵字

理解線索 ； 電子書 ； 第二語閱讀

並列摘要

Prior research has established that L2 digital reading materials are not always more effective as compared with printed materials. This may be due to a mismatch between digital input presentation modes and processing strategies employed by L2 learners. The current study endeavors to discover which input presentation mode (sequential or simultaneous) most benefits L2 digital book reading, and then to subsequently determine which comprehension cues are best suited to these input presentation modes. Seventy-two EFL learners read an English eBook with various comprehension cues and under different input presentation modes. The effects of the input presentation modes and comprehension support cues were analyzed based on the results of a free recall task and the results of a post-study interview. The analysis indicates that the L2 learners were better able to comprehend and retain digital content in a cognitively challenging (simultaneous) digital reading environment. Sequential or incremental presentation of digital content did not lead to optimal reading outcomes. Furthermore, different input presentation conditions altered the relative weight of various comprehension support cues used for comprehending and retaining meaning information. Based on these findings, the optimal digital input presentation method for L2 eBook is discussed.

並列關鍵字

comprehension support ； digital books ； second language reading

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