The Model and Implementation of a Course-Management-System (CMS)-assisted EFL Reading Strategy Instruction

線上課程管理系統輔助英語閱讀策略教學之模式與實施

蔡雅茹(Yea-Ru Tsai) ； Cheryl Ann Ernst

《數位學習科技期刊》 1卷3期 (2009/05) Pp. 203-223

摘要

In recent years, more and more higher education institutions in Taiwan have established course management systems (CMS) to promote teaching quality. Many CMSs are user-friendly and offer various functions, such as the storage and distribution of teaching materials, the recording and monitoring of syllabi and learning activities, and the evaluation of teaching and learning quality. These functions are feasible tools which can help instructors to manage their courses more efficiently. This study reports on the model and implementation of a CMS-assisted EFL reading strategy instruction. Specific reading strategy instruction was embedded in a CMS, which included exercises on problem identification, monitoring comprehension, inferencing, summarizing, transfer, resourcing and questioning for clarification. The comparison between pre-test and post-test indicated that students had improved their reading comprehension performance after the experimental course. A questionnaire was conducted to collect students' perceived learning progress and strategy use. Before the instruction, there was no difference in strategy use between skilled and less-skilled students. After the instruction, skilled students employed significantly more reading strategies than their less-skilled counterparts. However, no difference in strategy use was found among less-skilled students before and after the instruction. The results reveal that CMS can facilitate reading comprehension ability and strategy use for EFL learners, and the efficiency is more evident among skilled learners.

關鍵字

blended course model ； course management system ； EFL reading comprehension ； reading strategy

並列摘要

本文之主要目的在於提出一個整合線上課程管理系統(MOODLE)與英語閱讀策略教學之模式與課程實施。不同類型之閱讀策略之說明與練習被建置於課程管理系統之中，其中包含問題確認、理解監控、字義推論、概述、語言移轉、網路資源運用及提問策略等。課程實施後結果顯示，學生之閱讀理解程度有顯著提升。此外，閱讀策略問卷調查顯示，課程實施之前，不同閱讀程度之學生對於閱讀策略之使用程度相近，課程實施之後，程度高之學生明顯使用較多閱讀策略，而程度低之學生在課程前後使用閱讀理解之頻率並無顯著不同。此研究顯示，課程管理系統得以輔助學生提升英語閱讀能力，並對於程度高學生之閱讀理解策略運用有加強之作用。

並列關鍵字

英語閱讀理解 ； 混合式課程模式 ； 閱讀策略 ； 課程管理系統

參考文獻

Anderson, N. J.(1999).Exploring second language reading.Boston, MA:Newbury House..

Brandl, K.(2005).Are you ready to "MOODLE"?.Language Learning and Technology.9(2),16-23.

Brown, R.,Pressley, M.,Van Meter, P.,Schuder, T.(1996).A quasi-experimental validation of transactional strategies instruction with low-achieving second-grade readers.Journal of Educational Psychology.88,18-37.

Chamot, A. U.,O'Malley, J. M.(1996).The Cognitive Academic Language Learning Approach: A model for linguistically diverse classroom.The Elementary School Journal.96,259-273.

Chamot, A. U.,O'Malley, J. M.,Barnhardt, S.,El-Dinary, P.,Robbins, B.(1999).The learning strategies handbook.New York:Longman.