多人線上註記系統之應用：探討輔助性閱讀策略與閱讀理解力之關係

從第二語言閱讀研究發現，運用閱讀策略能提昇閱讀理解力。但目前研究大多著重於傳統紙本閱讀策略之探究，針對線上輔助性閱讀策略之使用與閱讀理解力之影響的研究仍相當有限。多人線上註記系統是將電腦輔助溝通的技術應用於線上閱讀，使讀者能對文章進行註記與意見交流。本研究目的為探討以英語為外語學語學習者，線上輔助性閱讀策略之使用與閱讀理解力之關係，並評估應用多人線上註記系統輔助閱讀之成效。本研究使用前後測控制組之實驗設計，研究對象為六十五位非英語系大一生，進行線上閱讀課程。閱讀完，隨即進行立即回憶測驗，寫下文章內容，做為閱讀理解測驗，並藉由獨立樣本T檢驗檢定兩組閱讀成績之差異。輔助性閱讀策略之使用次數，則由電腦追蹤系統全程記錄，並透過皮爾森相關係數分析策略使用次數與閱讀理解力之相關性。最後，態度問卷則由敘述性統計描述受試者對使用本系統之看法。本研究結果顯示，策略的運用受到網路閱讀環境中學生即時回饋的需求，及傳統閱讀教學模式的影響。使用輔助性閱讀策略確實能提昇閱讀理解力，特別在文章內中高分單元概念最為顯著。而輔助性閱讀策略之使用與閱讀理解力有正向相關性，使用輔助工具次數愈多者，相對在回憶測驗上有較好的表現。最後，多數同學對此輔助性閱讀網站中，輔助閱讀機制的設計、介面設計、及對語言學習的成效抱持正面的態度，也期盼能將網路閱讀融入課程當中。綜合上述結果，本研究提供教學建議與未來研究方向。第一、策略導向教學應融入閱讀課程中。第二、單靠輔助性策略並不能說明閱讀能力的提昇，在未來研究上應加入整體性策略、解決問題策略與社交情意策略，並進一步探討不同策略之使用對閱讀理解力之影響。

關鍵字

閱讀理解力；線上註記；輔助性閱讀策略

並列摘要

The bulk L2 reading research has revealed that prospective readers use numerous reading strategies to facilitate comprehension, but relatively few studies have centered on online supportive reading strategy use and its effects on reading comprehension. Multi-User Online Annotation is one of the applications of computer-mediated-communication (CMC), which offers interpersonal communication among groups of readers. It allows multiple readers to annotate the same electronic text for the purpose of knowledge sharing and collaborative learning. This study has four aims: (1) exploring EFL learners’ online supportive reading strategy use, (2) examining the effects of supportive strategy use on comprehension, (3) investigating the relationship between supportive reading strategy use and comprehension, and (4) evaluating the effectiveness of an online supportive reading environment, Multi-User Online Annotation System (Yeh, 2004; Lo et al., 2005) on reading comprehension. The study employed a pretest-posttest control group design with random assignment. Sixty-five participants divided into the experiment and the control group, were asked to read two online reading texts, did immediate recall protocols, and completed the post-survey. Each participant’s browsing behavior in completing the two reading tasks was recorded by the computer system to collect their pre-defined supportive reading strategies. Supportive strategy use data was further analyzed with descriptive statistics. The independent t-tests were used to compare the reading comprehension performance between the experiment and control groups on immediate written recall protocols. The relationships between frequency use of supportive reading strategies and reading comprehension were explored by person correlations. Finally, the feedback from the post- survey was analyzed by descriptive statistics. The results revealed that due to the convenience and immediacy, Dictionary strategy made up the overwhelming proportion of strategy use and Search strategy was used the least. In regard to supportive reading strategy use on comprehension, the experiment group outperformed control group in the recall scores and total idea units recalled with more significance. There were positive significant correlations between the frequency use of supportive strategies and comprehension, especially on Dictionary strategy. In relation to the feedback from the post-survey, overall participants held positive attitudes toward the effectiveness of the supportive reading strategy buttons, the learning effects, and the interface design of Multi-User Online Annotation System. They would even recommend the system to their friends. Findings of this study offer important pedagogical implications and suggestions for future research. First, it is essential to incorporate strategy instructions into the reading classes. Teachers need to incorporate strategy awareness training before engaging students in online tasks for promoting their online reading performance. Second, the sole dependence on supportive strategies mechanism does not successfully explain the increase of reading ability. For the future study, more kinds of reading strategies, such as global strategy, problem-solving strategy and socio-affective strategy should be included in order to investigate the influence of different strategy use on comprehension.

並列關鍵字

reading comprehension ； online annotations ； supportive reading strategy

參考文獻

Lo, J. J., Tsao, C. H., & Yeh, S. W. (2004). Using Online Annotations to Facilitate Reading: System Development and Empirical Studies. Chung Yuan Journal, 32(2), 1-22.

Yeh, C. Y., & Wang, Y. H. (2004). An Investigation into Vocabulary Learning Strategies Used by Senior High School Students in Taiwan. Taiwan Journal of TESOL, 1(2), 1-44.

Adams, M. (1990). Beginning to read: Thinking and learning about print. Cambridge: MIT Press.

Anderson, N. J. (1991). Individual Differences in Strategy Use in Second Language Reading and Testing. Modern Language Journal, 75, 460-472.

Auerbach, E., & Paxton, D. (1997). It's not the English thing: Bringing reading research into the ESL classroom. TESOL Quarterly, 31, 237-261.

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多人線上註記系統之應用：探討輔助性閱讀策略與閱讀理解力之關係

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