多媒體呈現之英語閱讀測驗解析與學習成效之研究

Research on the Explanatory Feedback of English Reading Presented by Multimedia and Its Learning Effect

陳惠玲(Hui-Ling Chen)

指導教授 ： 羅希哲

國立屏東科技大學/人文暨社會科學院/技術及職業教育研究所/碩士(2010年)

https://doi.org/10.6346/NPUST.2010.00059

摘要

摘要
學號：N9770010
論文名稱：多媒體呈現之英語閱讀測驗解析與學習成效之研究
總頁數：138 頁
學校名稱：國立屏東科技大學 所別：技術及職業教育研究所
畢業時間及摘要別：98 學年度第 2 學期碩士學位論文摘要
研究生：陳惠玲 指導教授：羅希哲教授
論文摘要：
本研究旨在探討多媒體呈現之英語閱讀測驗解析對國中生學習成效
的影響。實驗設計採準實驗研究法，以屏東縣某國民中學七年級學生為
研究對象，共計實驗對象170 人。
研究工具包含四篇英語閱讀測驗文章作為實驗課程內容、改編自金
安文教機構94 年度英語閱讀測驗的學習成效測驗試題、自編解析態度量
表。比較接受五種不同解析的受試者在英語閱讀測驗的表現外，也針對
這170 名受試者做實驗後之問卷調查，進一步探討其平時閱讀中文解析
態度上之差異，並且透過文獻探討、研究實施與研究結果提出本研究之
具體建議。
經蒐集相關資料後，以描述性統計、獨立樣本t 檢定與單因子變異數
分析(One-way ANOVA)、共變數分析(ANCOVA)進行資料分析後發現：
(一)接受解析呈現方式為ㄧ個chunk 的組別比接受無解析的組別有較佳的
英語閱讀學習成效。
(二)接受解析呈現方式為ㄧ個chunk 的組別比接受解析呈現方式為ㄧ個
chunk 以上的組別有較佳的英語閱讀學習成效。
(三)接受解析呈現方式有加英文關鍵字與接受解析呈現方式沒有加英文
關鍵字，在學習成效上並無顯著差異。
(四)增加相關圖片的多媒體呈現方式較能吸引國中學生的注意。
(五)參加校外補習國中生對於閱讀中文解析的意願高於沒有參加補習者。
(六)會自行購買英語閱讀測驗練習的國中生對於閱讀中文解析的態度高
於不會自行購買測驗練習者。
(七)每週花兩小時練習英語閱讀測驗的國中生對於閱讀中文解析的態度
高於無練習時間或超過兩個小時者。
由以上結果可以看出，多媒體呈現之英語閱讀測驗對於國中階段學生
在學習英語的興趣及成效有所幫助。
關鍵詞：多媒體、英語閱讀測驗、解析

關鍵字

多媒體 ； 英語閱讀測驗 ； 解析

並列摘要

Abstract
Student ID: N9770010
Title of Thesis: Research on the Explanatory Feedback of English Reading
Presented by Multimedia and Its Learning Effect
Total Pages: 138 pages
National Pingtung University of Science and Technology
Department/Graduate Institute: Institude of Technical and Vocational
Education
Date of Graduation: June, 2010 Degree Conferred: Master
Name of Student: Hui-Ling Chen Advisor: Shi-Jer Lou Ph.D.
Abstract:
The study is to explore how the explanatory feedback in English reading
presented by multi-media impacts the learning effects of junior high school
students. There are 170 students of 7th grade at certain junior high school in
Pingtung County taken as the subjects to join in the quasi-experimental design
in the research.
The research instruments include 4 English readings as the experimental
course, the tests of learning effects on reading, and self-made attitude scale of
explanatory feedback. The study compares the performance of English
reading among the subjects who accepted 5 different explanatory feedbacks.
Besides, all the 170 subjects would also take the questionnaires after the
experiment, so as to explore furthermore their differentiation in the attitudes
of explanatory feedback in Chinese reading. By way of literature review, the
research implementation and research results to the study provides concrete
suggestions of this study.
After collecting relevant data and exerting data analysis by descriptive
statistics, independent-sample t Test, one-way ANOVA and ANCOVA, the
findings are as follows:
1. The group receiving the presentational form of explanatory feedback by a
chunk had better effects of English reading than that among the other
groups receiving no explanatory feedback.
2. The group receiving the presentational form of explanatory feedback by a
chunk had better effects of English reading than that of those groups who
receiving it by more than a chunk.
3. There was no significant difference of learning effects among those
groups who receive the presentation of explanatory feedback with and
without English keywords.
4. The presentation form of multi-media with more relevant pictures could
win more attention among the junior high school students.
5. The willingness to read Chinese explanatory feedback among those
students who got extra-mural cramming was higher than that among
those students without such cramming education.
6. The attitudes to read Chinese explanatory feedback among those students
who hadn’t bought the test of English reading by themselves were
stronger than that among those who would never buy the tests by
themselves.
7. The attitudes to read Chinese explanatory feedback among those students
who spent 2 hours weekly in practicing the test of English readings were
higher than that of those who never practice or spent 2 more hours in
practicing.
From the above mentioned results, we can understand that the multimedia
presentation of English reading tests could intrigue the interests and
effects of English among junior high school students.
Keywords：multimedia, English reading, explanatory feedback

並列關鍵字

multimedia ； English reading ； explanatory feedback

參考文獻

陳立桓 (2004)。網路化學習的多媒體呈現方式與認知風格對學習者影響

陳淑貞（2004）。國小教師對於資訊科技融入教學的迷思與省思。師

柳雅梅、黃秀霜 ( 2007 ) 。平衡閱讀教學對國小學童英文閱讀能力及閱

李牧蓉 (2006)。電腦多媒體線上教學及測驗系統之研究。亞洲大學資訊

唐曉玲 (2007)。多媒體演講式課程重點處之動態模式對學習者認知負荷