- 期刊
Guiding Taiwanese University Students to Take Graphic Notes of English Texts
引導臺灣大學生以圖形化英文文本的方式撰寫筆記
摘要
Researchers of teaching and learning have often suggested that guided note-taking enhances learning. However, research which has empirically documented the link between guided note-taking and English-as-Foreign-Language (EFL) learners' confidence in English reading is scant in higher education in Taiwan. Therefore, the aim of this study is to explore whether graphic organizers, used as a guided note-taking instrument, would escalate Taiwanese university students' confidence in reading English texts. This study documents the data collected over three consecutive academic years at a university in central Taiwan, where students were enrolled in a year-long required Sophomore English course. Throughout the year-long course, the instructor, who conducted this study, demonstrated a variety of graphic organizers while teaching English passages and guided her students to put these visual tools into practice. As the course proceeded toward the end, the student participants responded to an anonymous questionnaire, which included two questions to address the inquiry of this study. Results of this study suggest that most of the participants, who were mostly weak in English reading, felt more confident in English reading and attributed their increased confidence to the instructor's introduction of various graphic organizer types and their hands-on practice of them Their reported benefits of graphic organizers included easier and faster comprehension, less time and workload on textual reviews, a better understanding of the passage structure and each author's purpose, improved synthesis ability, better memory of the content, and efficacy in reading tests. This study may be of importance in explaining feasibility of graphic organizers in an EFL course in Taiwan. Besides, it may provide English educators with a better understanding of this instructional technique. Those who intend to conduct further research in this regard are advised to investigate how differences among EFL learners impact their uses of graphic organizers and how EFL learners apply graphic organizers to online English reading.
並列摘要
母語教育研究指出，引導式筆記可以增強學習效果。然而，以英語為外語（English-as-a-foreign-language, EFL）的教學情境中，此教學法，尤其是引導英語學習者將文字圖像化，透過組織圖記錄，是否能提升這些學習者對英語閱讀的信心？此問題目前仍缺乏充分的實證研究。因此，為了探討引導臺灣的大學生使用組織圖，作為英語閱讀的筆記工具，是否會提高這些學習者閱讀英語文本的信心，作者於臺灣中部一所大學必修英語課程進行連續三年的研究。在為期一年的課程中，作者指導學生使用各種類型的組織圖記錄當下閱讀的英語文章。當此課程接近尾聲，學生回應一份作者設計的問卷。研究結果顯示，大多數參與研究的學生對英語閱讀更具信心，並歸功於長期以來，教師對各類組織圖的講解和他們的實做練習。具體而言，這群大學生認為運用適當的組織圖記錄他們所閱讀的英語內容，他們更容易和更快地理解英文文章，減少閱讀的時間和工作量，更深刻理解段落結構和作者撰文目的，整合文章內容，改善對內容的記憶力，以及提升閱讀測驗的應試能力。總而言之，以組織圖做為引導式筆記之教學方式在英語閱讀課程具高度之可行性，可提升英語學習者對於英語閱讀的信心。