- 期刊
- OpenAccess
Impacts of Integrating the Team Achievement Division (STAD) Strategy Into the SQ4R-Guided E-Book Learning on Students' English Reading Comprehension
SQ4R導入電子書學習策略結合小組成就區分法對於學生英文閱讀之影響
摘要
In learning language, reading comprehension plays an important and critical role. However, for English as Second Language (ESL) learners or English as Foreign Language (EFL) learners, a large number of unfamiliar words and sentence patterns could present a barrier to reading comprehension and lead to a lack of interest in the reading activity. To eliminate these learning barriers, many teachers have been using reading strategies to enhance reading comprehension and reading motivation SQ4R, a reading method helps students make sense of unfamiliar informational texts; it can be broken down into many different and separate skills, which are necessary for successful implementation. However, SQ4R is a self-directed learning strategy. This study adopted Student Team Achievement Division (STAD), which is one of the widely used collaborative teaching strategies, to strengthen students' reading comprehension. What's more, in today's digital world, spreading knowledge is no longer limited to the medium of paper. Increases in digital content and electronic books have initiated a wave of reading revolution, overturning the traditional reading experience. In the study, the reading material is switched from traditional textbook to e-books. In this way, the multi-function of e-book, like translation and pronunciation, improves students' cognitive abilities. The main purpose of this study is to use the reading method and effective teaching strategy to enhance students' English reading learning outcomes, and analyze if the strategies reach students' learning satisfaction and make them be willing to learn. A total of two classes, including 48 students were recruited to participate in this study. One class used SQ4R and STAD strategies with e-books; the other just used SQ4R and e-books. The collected data included pre- and post-test reading scores, satisfaction questionnaires, and students' participation records in class. After analyzing the data, the researcher concludes that the students used SQ4R and STAD methods with e-books getting higher scores than only used SQ4R method with e-books. Besides, two groups of students are very satisfied with their teaching methods, and have positive perspective about heterogeneity grouping and interactive activities. Therefore, most students are willing to continue using these teaching strategies in English learning.
並列摘要
閱讀能力在語言學習中占有極重要的角色，然而，對於以英語作為第二語言或外語之學習者而言，如有大量不熟悉的字詞和句子，會對閱讀理解產生障礙，並導致對閱讀活動缺乏興趣。為了消除這些學習障礙，現階段已有許多教師採用不同的閱讀策略來提高閱讀理解力和閱讀動機；而其中SQ4R是一種可有效幫助學生增進閱讀能力之閱讀策略，其由許多不同步驟漸進式地引導學生進行自我學習；此外，小組成就區分法也為廣泛用於加強學生閱讀理解之協同教學策略；再者，隨著資訊科技的發展，知識傳播不再局限於傳統紙本方式，數位內容與電子書的興起，更為閱讀方式帶來革命性的浪潮與嶄新的體驗。因而，本研究的學習者於學習過程中，採用電子書學習系統進行英語閱讀活動，運用電子書的多元化功能，以提升學習者之認知能力。此外，另一項研究目的是導入適當之閱讀方法和教學策略，以提高學習者之英語閱讀能力與學習滿意度，並探討在此教學策略中是否樂於學習。實驗對象為兩班級之學生，共計48位。其中一班採用SQ4R閱讀策略及小組成就區分法搭配電子書進行學習；另一班則僅採用SQ4R閱讀策略搭配電子書教學。資料蒐集包括：前測及後測之成績、滿意度問卷分析和學習歷程紀錄。實驗結果顯示，使用SQ4R閱讀策略及小組成就區分法搭配電子書進行教學的學生，測驗分數高於僅使用SQ4R閱讀策略搭配電子書學習的學生。此外，兩組學生對其授課使用之教學策略皆感到非常滿意，並對異質性分組方法及小組成員間互動共學的過程持有正面看法。因此，大多數學習者願意持續使用此閱讀策略進行學習。
參考文獻
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