後設認知應用在雙語教學中對英文閱讀理解和閱讀態度的影響：以國小高年級學童為例

The Influences in Reading Comprehension and Reading Attitudes by Using Metacognitive Strategies in Bilingual Education: A Case Study of High-Grade Students in Elementary School

王梓芸(Tzu-Yun Wang)

指導教授 ： 張義雄

淡江大學/外國語文學院/英文學系碩士班/碩士(2023年)

https://doi.org/10.6846/TKU.2023.00117

摘要

英文閱讀對台灣學童來說是非常重要的，許多學校也都非常注重學生的英文閱讀能力。正因為如此，老師便需要想出更多吸引學生注意力的方法來引發學習動機。此篇研究著重在使用後設認知策略以及雙語教學來找出是否可以提升學生英文閱讀能力以及改變學生閱讀態度。主要的研究問題為（1）後設認知應用於雙語教學中對學生閱讀理解是否有影響。（2）學生在參與雙語教學以及後設認知課程之後對於英文閱讀的態度如何。
此研究總共包含10位受試者，分別是實驗組五位以及控制組五位。10位學生皆是來自同一所小學，並且皆是高年級的低成就學童。運用混合研究法來進行資料分析。此篇的研究工具將會包含小學生閱讀態度問卷、閱讀理解能力測驗卷，同時搭配半結構式訪談來進行。經過實驗前測以及後測來觀察實驗組學生經過課程之後是否與控制組有所有所差異。在資料分析上則是使用成對樣本t檢定、獨立樣本t檢定，以及描述性統計來進行分析。測驗結果是透過後設認知策略以及雙語教學是可以提升學生閱讀理解能力的，此外後設認知以及雙語教學也是可以改變學生對英文閱讀的態度。

關鍵字

後設認知策略 ； 雙語教學 ； 閱讀能力 ； 閱讀態度

並列摘要

For many students, English reading is a complex ability to train. This study aims to find out how can metacognitive strategies and bilingual education help students in their English reading comprehension and reading attitudes. The first research question is (a) What are the effects of using metacognitive strategies in bilingual education that help EFL learners to enhance their English reading comprehension? And (b) What is the attitude toward reading of students after bilingual and metacognitive strategies reading course? Is it positive or negative?
This research included 10 participants, 5 in the experimental group, and 5 in the control group. The participants were all from the same school, and they were all high-graded students, yet, they were all low-achievement students. This research used mixed-method research. And the instrument included elementary reading attitude survey, a reading comprehension test, and an in-depth interview. The result of this research was positive, which is to say that metacognitive strategies and bilingual education can improve students’ English reading comprehension and can also change their English reading attitudes. This research included 10 participants, 5 in the experimental group, and 5 in the control group. The participants were all from the same school, and they were all high-graded students, yet, they were all low-achievement students. This research used mixed-method research. And the instrument included elementary reading attitude survey, a reading comprehension test, and in-depth interview. The result of this research was positive, which is to say that metacognitive strategies and bilingual education can improve students’ English reading comprehension and can also change their English reading attitudes.

並列關鍵字

Metacognitive strategies ； Bilingual education ； Reading Comprehension ； Reading Attitude

參考文獻

REFERENCES

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Anderson, N. J. (2002a). The role of metacognitive in second language teaching and learning. ERIC Digest. Education Recourses Information Center. (ERIC Document Reproduction Service No. EDO-FL-01-10)