廣泛閱讀結合共學對台灣大學生英語閱讀理解之探討

A Study on the Integration of Extensive Reading and Collaborative Learning into Taiwanese College Students’ English Reading Comprehension

郭祈翰(Chi-Han Kuo)

指導教授 ： 王惠芝

中原大學/人文與教育學院/應用外國語文研究所/碩士(2021年)

https://doi.org/10.6840/cycu202100772

摘要

在過去數十年，廣泛閱讀已被證實對第二外語學習者有著正面影響；為配合2030雙語國家政策發展覽圖，台灣教育部開始將廣泛閱讀教學模式導入至英語閱讀課程中。因此，本研究旨在探討廣泛閱讀中自學和共學的閱讀理解能力，以及影響學習者閱讀理解之因素，以便提供採用廣泛閱讀的英語閱讀課程設計藍圖。此研究的受測者為61名非主修英文、選修大一英文課程的學生、並且分組為控制組和實驗組。在一學期的實驗過程中，兩組學生將會給予一個線上英語閱讀網站作為學生的自學過程。然而，在閱讀完後，實驗組被要求參加小組討論，並且將個人摘要和回饋寫至閱讀日誌上。儘管研究結果在兩組閱讀理解上並未發現顯著差異性，但兩組前後測數據呈現是有些許進展。此外，本研究還發現過多使用少見正式詞彙為影響學習者閱讀理解之主要因素。最後，此研究鼓勵學生透過自學和共學結合的學習方式進而（1）培養閱讀習慣、（2）啟發學生的學習自主性、和（3）同儕相互幫助解決問題能力。此外，這項研究也提供教師對於自學和共學應用在英語閱讀課程藍圖。

關鍵字

廣泛閱讀 ； 翻轉教學 ； 自學 ； 共學

並列摘要

Extensive reading (ER) has been proved positive learning outcomes for second language learners for past decades; therefore, the Ministry of Education (MOE) in Taiwan implements an extensive reading teaching model into the design of English reading course in order to cooperate with the policy and the blueprint for developing Taiwan into a bilingual nation by 2030. To accomplish this goal, the importance of integrating extensive reading into a reading course must be reinforced. As a result, this study aims to investigate the effectiveness of applying self-learning and collaborative learning altogether in an extensive reading class in terms of learner’s reading comprehension. The perspectives from participating sampling subjects are categorized and stated in this study. Participants were non-English majors who took a Freshmen English course in a northern college in Taiwan; they were separated into a control group (N=26) and an experimental group (N=35) in this research. During the one-semester experiment, an English e-Reader was given to two groups of students as reading material for the process of self-learning; after finishing the reading, the experimental group was demanded to participate in a group discussion and wrote their own summary and reflection in the reading log. Despite the independent t-test did not find a significant difference between these two groups in reading comprehension; the statistical result of pretest and post-test for each group has indicated the improvement of integrating extensive reading into a Freshman English class. Besides, this research also discovered that the abundant usage of less frequently used formal vocabulary was the main element of interruption in learners' reading comprehension. Hence, this study encourages students to (1) cultivate a habit of reading, (2) stimulate the autonomy of learners' self-learning, (3) deal with the problem under the peer assistance through self-learning and shared learning combination. In addition, this study also provides a blueprint in mixed approaches to design an English reading course for instructors.

並列關鍵字

Extensive reading ； flipped teaching ； self-learning ； collaborative learning

參考文獻

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