Semi-extensive Reading in a Mixed-ability EFL Class: Student Groups Reading Short Stories

英語能力差異大的班級中，程度較高與較差者常因教材不合適，導致學習動機及效果不彰。廣泛閱讀及合作學習提高語言學習者的動機及學業表現，但鮮少文獻提及結合此二者在以英語為外語學習中的應用。本行動研究探討以英語為外語之能力混班中，應用合作學習於半廣泛閱讀之情形。研究對象為台灣一技術學院英語閱讀課中25名學生。學生依能力分組，閱讀合適程度之故事書。研究資料包括問卷，學生學習檔案，學生自評、互評表，及教師日誌。結果顯示合作學習幫助學生理解故事、支持學生心理需求，改善學習動機並增進學習自主。此模式可為一般進行廣泛閱讀前的準備，尤其是亞洲國家以英語為外語之班級中，因其英語能力差異普遍較大，且適合分組活動之學習。

關鍵字

廣泛閱讀；能力混班；自主學習；合作學習；以英語為外語

並列摘要

When an EFL class comprises a broad spectrum of abilities, both upper- and lower-level students are often frustrated by the inadequate materials. Extensive reading and cooperative learning are proven to enhance language students' motivation and academic achievement. The combination of these strategies in EFL learning is not well studied. This action research presents implementation of semi-extensive reading in a mixed-ability EFL class through cooperative learning. Subjects were 25 students enrolled in an elective English reading course at a technical college in Taiwan. Students were divided into small groups to read level-appropriate storybooks, based on their English proficiency ranging from basic to pre-intermediate. Research data included questionnaires, students' group learning logs, selfand peer-evaluation, and teaching journals. Results showed that homogeneous level grouping allowed students to enjoy semi-extensive reading and appreciate its implementation under cooperative learning mode. Cooperative learning enhanced students' story comprehension, supported their affective needs, improved motivation, and increased learner autonomy. Such a mode can be implemented in preparation for a regular extensive reading model. EFL classes in Asian countries may benefit most, with a wide range of proficiency levels common and group work preferable.

並列關鍵字

extensive reading ； mixed-ability class ； learner autonomy ； cooperative learning ； EFL

國際替代計量

Semi-extensive Reading in a Mixed-ability EFL Class: Student Groups Reading Short Stories

全文下載

主題瀏覽