探討大學生高成就與低成就英語學習者線上閱讀理解策略之運用

Online Reading Comprehension Strategies Used by Higher- and Lower-Achieving University EFL Students

李天苓(Tian-ling Li)

指導教授 ： 林銘輝

淡江大學/外國語文學院/英文學系博士班/博士(2020年)

https://doi.org/10.6846/TKU.2020.00008

摘要

此次研究旨在探討台灣大學生使用線上閱讀策略的運用,藉以提昇閱讀理解。為達此目的,兩項研究分別進行。第一項研究以一班34人的大一新生為主 (20人為高成就者以及14人為低成就者),第二項研究以兩班16人二年級以上的大學生為主其中8人為控制組(4人為高成就者,4人為低成就者),8人為實驗組(4人為高成就者,4人為低成就者)。收集研究資料依序為量化為先,質化為後。完成8週和6週的資料蒐集後,量化與質化分析分別完成。研究結果顯示: 其一、在第一項研究中,高成就與低成就學生增進了閱讀策略的了解與使用;相反地, 第二項研究中,實驗組高成就與低成就的學生在閱讀策略了解與使用上並未有顯著的增加。除此之外,第一項研究顯示,諸多閱讀策略與閱讀成績有相關;然而,此項結果並未在第二項研究中發現。此外,第一項與第二項研究中的高成就與低成就的參與者對此項閱讀策略皆保持正面的觀感。

關鍵字

線上閱讀策略 ； 高成就與低成就者 ； 英語學習者

並列摘要

This research intends to investigate reading strategies used by EFL readers of a Taiwanese university in the enhancement of comprehension within academic contexts when reading online texts. To meet this goal, two empirical studies (Study 1 and Study 2) were conducted separately. A class of 34 freshmen (20 higher-achievers and 14 lower-achievers) joined the first study and two classes of 16 including 8 students (4 higher-achievers and 4 lower-achievers) in the control group and 8 students (4 higher-achievers and 4 lower-achievers) in the experimental group participated in the second study. Data collection were undertaken in two sequential ways that were designed with an initial quantitative survey, followed by a qualitative way during 8 weeks for the first study and 6 weeks for the second study. Completing the data collection, the data were analyzed quantitatively and qualitatively. Following that, the research results revealed that: First, in the first study, both higher- and lower-achievers improved their awareness and application of online reading strategies. In contrast, both higher- and lower-achievers in the experimental group had no significant increase in their awareness of and application of reading strategies. In addition, in the first study higher- and lower-achievers had correlations between multiple reading-strategies and reading performance; however, this was not the case in the experimental group of the second study. Besides that, both higher- and lower-achievers in the first and second studies held positive perceptions towards these online reading strategies.

並列關鍵字

online reading strategies ； hither- and lower-achievers ； EFL students

參考文獻

References

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