使用多層次註記於輔助交互教學法以幫助第二語言大學生之閱讀理解

英文閱讀已被全世界認同是一件重要的學習任務。對於英文為第二外語的學生而言，閱讀英文文章是一件至少包括字彙、文法、文章結構及特定專業領域知識的工作。研究亦指出許多註記系統能輔助學生閱讀文章，但鮮少研究考慮到上述議題並整合到CALL系統中。因此，本研究主旨在開發一個英文閱讀輔助系統，以幫助第二外語學生解決閱讀英文時的複雜性以及輔助教師引導學生改善他們的閱讀能力。本研究基於交互教學法概念，提出使用多層次註記（multi-level notes），命名為MyERA，於輔助交互教學法之系統以幫助第二外語學生能更有效地閱讀英文的字彙學習及理解內容。另一方面此系統亦能輔助教師取得學生的學習歷程以幫助教師了解每位學生的學習狀況，藉以引導學生強化他們的閱讀技巧。目前此系統已經完成開發並且導入於清雲科技大學二門課程中使用，實驗結果表明該系統可以有效地幫助學生閱讀英文文章並幫助教師透過多層次註記功能檢視第二外語學生回饋的學習狀況。

關鍵字

英文閱讀；第二外語學生；交互教學法；多層次註記

並列摘要

The importance of English reading has been recognized worldwide. The complexities of reading English articles for L2 students are at least a combination of understanding the vocabulary, the grammar, the article structure, and domain-specific knowledge. Researches indicate that many note systems can assist students to read articles, but little researches focus on considering the abovementioned issues and integrating them into CALL systems. This study aims to develop a English reading assistant system to help L2 students solve the complexity of reading English articles and teachers to guide the students to improve their reading capability. The multi-level noting techniques was employed in our proposed system, MyERA, to assist L2 students on their English reading in terms of vocabulary learning and content comprehension. The system also assists teachers to get students’ e-portfolios. It helps teachers understand the learning problems of each student and guides them to enhance their reading skill. The system present in this study was successfully developed and the experiments were conducted to two classes in the Ching Yun University. The experimental results identified that the proposed system can assist students effectively read English articles and help teachers retrieve the feedbacks of L2 student’s learning status via multi-level notes.