The Effects of Sharing Selection, Organization, Association, and Regulation (SOAR) Study Note on Learners' Reading Comprehension and Reading Anxiety

The SOAR study method following the reading steps of selection, organization, association, and regulation is an effective strategy of note-taking based on Mayer's (1996) SOI study strategy following the reading steps of selection, organization, and integration as well as several studies emphasized the act of sharing such structured notes and its effects on English reading comprehension. This study thus investigated the effects of sharing SOAR study notes in a computer-assisted language learning environment on English reading comprehension and English reading anxiety. Thirty-nine Grade 8 students from two classes of a junior high school in Taiwan participated in SOAR note-making activity after reading an English material online. One class with 22 students was randomly assigned to the control group, which was not allowed to share or read their peers' notes after making their notes, and another class with 17 students was assigned to the experimental group, which was permitted to read their peers' notes and revise their own notes after the note-making activity. Analytical results show that the students in the experimental group who shared the notes significantly outperformed those in the control group who did not share their notes in English reading comprehension. Also, students with field-independent cognitive style or with low prior knowledge who shared the notes with their peers made more progress in English reading comprehension than those with field-independent cognitive style or with low prior knowledge who did not share the notes with their peers. In addition, students with field-independent cognitive style who shared the notes with their peers had significantly lower anxiety than those with field-independent cognitive style who did not share any notes. This study confirmed that sharing the SOAR study note provides benefits in promoting EFL learners' reading comprehension and reducing reading anxiety.

關鍵字

SOAR Method ； Note Sharing ； Reading Comprehension ； Reading Anxiety ； Cognitive Style

並列摘要

依循選擇（selection）、組織（organization）、關聯（association）和調整（regulation）閱讀步驟的SOAR閱讀方法已被證明是一種有效的筆記策略，許多研究提出分享此類結構化筆記的模式及其對於英語閱讀理解的可能影響。因此，本研究探討在電腦輔助語言學習環境中分享SOAR閱讀筆記，對於英語閱讀理解和閱讀焦慮的影響。本研究隨機選取一班22名8年級學生為不允許完成SOAR筆記後分享或閱讀同儕筆記的對照組；另一班有17名8年級學生為可以分享或閱讀同儕的筆記，並在記筆記活動後修改自己的SOAR筆記的實驗組。結果顯示分享SOAR筆記有助於提昇閱讀理解成效，特別是場地獨立認知風格或先備知識較低學生。再則，分享SOAR筆記有助於降低場地獨立認知風格學生閱讀焦慮。

並列關鍵字

SOAR筆記方法；筆記分享；閱讀理解；閱讀焦慮；認知風格

參考文獻

Carell, P. L., Pharis, B. G., & Liberto, J. C. (1989). Metacognitive strategy training for ESL reading. TESOL Quarterly, 23(4), 647-678. doi: 10.2307/3587536

Chen, C. M., Chen, L. C., & Horng, W. J. (2019). A collaborative reading annotation system with formative assessment and feedback mechanisms to promote digital reading performance. Interactive Learning Environments, 1-18. doi: 10.1080/10494820.2019.1636091

Chen, C. M, Chen, L. C., & Yang, S. M. (2019). An English vocabulary learning app with self-regulated learning mechanism to improve learning performance and motivation. Computer Assisted Language Learning, 32(3), 237-260. doi: 10.1080/09588221.2018.1485708

Chen, C. M., Tan, C. C., & Lo, B. J. (2016). Facilitating English language learners' oral reading fluency with digital pen technology. Interactive Learning Environments, 24(1), 96-118. doi: 10.1080/10494820.2013.817442

Chen, C. M., Wang, J. Y., Chen, Y. T., & Wu, J. H. (2016). Forecasting reading anxiety for promoting English-language reading performance based on reading annotation behavior. Interactive Learning Environments, 24(4), 681-705. doi: 10.1080/10494820.2014.917107

國際替代計量

The Effects of Sharing Selection, Organization, Association, and Regulation (SOAR) Study Note on Learners' Reading Comprehension and Reading Anxiety

全文下載

主題瀏覽