探究式翻轉學習對英文閱讀理解之成效

The Effect of Using Inquiry-based Flipped Classroom Model on Reading Comprehension Proficiency of EFL Freshmen

謝文瑜(WEN-YU HSIEH)

指導教授 ： 陳正婷

中原大學/人文與教育學院/應用外國語文研究所/碩士(2020年)

https://doi.org/10.6840/cycu202000108

摘要

本項研究意旨探討探究式翻轉學習法應用於英文閱讀理解之成效。本研究同時檢視受試者於實驗期間，對於探究式翻轉學習法的態度，以及學習者提問與回答問題之層次。本研究採準實驗設計，為期十星期，實驗受試者為北台灣一所私立大學中，同一商學院的兩個班級學生。實驗組（N=36）採用探究式翻轉學習法，控制組（N=36）則採用較傳統之同儕教學式翻轉學習法。兩組皆使用多益閱讀模擬測驗作為前後測，問卷則用於收集學生對探究式翻轉學習法的態度。收集而來的研究資料由共變數分析、獨立樣本t檢定、成對樣本t檢定、與布魯姆分類學進行分析。研究結果顯示，在閱讀理解成效方面，兩組相較無顯著差異，然而兩組在接受教學活動後皆有顯著進步。問卷結果顯示，受試者對探究式翻轉學習給予正向回饋，受試者提問與回答問題的層次也呈現由低往高的趨勢。本研究的教學意義亦在本文中討論。

關鍵字

探究式翻轉學習法 ； 英文閱讀理解成效 ； 提問與回答問題之層次 ； 對於探究式翻轉學習法之態度

並列摘要

This research aims to investigate the effectiveness of inquiry-based flipped learning model on students’ reading comprehension proficiency. The study also examined their perceptions toward inquiry-based flipped learning, and their inquiry and response levels during the experiment. This quasi-experimental research lasted for ten weeks, and the participants were freshman students from two intact classes in the same business school in a private university in northern Taiwan. The experimental group (N=36) adopted inquiry-based flipped learning pedagogy, and the control group (N=36) used a more traditional peer instruction based flipped learning mode. A TOEIC mock reading exam was used as pretest and posttest for both groups, and a perspectives questionnaire was used to see participants’ attitude toward inquiry-based flipped learning model. The data were analyzed by ANCOVA, independent sample t-test, and paired sample t-test. The results were also analyzed based on Bloom’s revised taxonomy. Even though there were no statistically significant differences between groups’ reading comprehension performances, both groups had remarkable improvement after receiving interventions. As to the experimental group, participants reflected positive attitude toward inquiry-based flipped learning. In terms of the levels of inquiries and responses, the results showed notable improvements on both the levels of replying comments and questions proposed by the participants. Pedagogical implications were also discussed in the study.

並列關鍵字

Inquiry-based flipped learning ； English reading comprehension proficiency ； Level of inquiry and response ； Perceptions toward inquiry-based flipped learning

參考文獻

Abaeian, H., Samadi, L. (2016). The effect of flipped classroom on Iranian EFL learners’ L2 reading comprehension: Focusing on different proficiency levels. Journal of Applied Linguistics and Language Research,3(6), 295-304.

Amer, A. (2006). Reflections on Bloom's revised taxonomy. Electronic Journal of Research in Educational Psychology, 4(1), 213-230.

Armstrong, P. (2016). Bloom’s taxonomy. Retrieved from

https://programs.caringsafely.org/wp-content/uploads/2019/05/Caring-Safely-Professional-Program-Course-Development.pdf

Bada, S. O. (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of Research Method in Education, 5(6), 66-70.