本研究探討電子繪本對國中學生英語廣泛閱讀學習成效的影響,選取新北市某中小型國中一年級的學生為研究對象。研究者從授課的兩個班級中隨機抽取一班為實驗組,採用電子繪本進行英語廣泛閱讀,另一班為控制組,採用紙本繪本進行英語廣泛閱讀活動。實驗組與控制組均依學生第一次段考成績,將學生分成高中低三類,合作學習閱讀組採異質方式,高中低三類各抽出2人,共6人為1分組,總計3分組共18人。其餘一半同學進行個人自由閱讀,每週上課二次,為期7週,實驗後探討實驗組與控制組當中的合作學習閱讀小組及個人自由閱讀小組,此四小組學生在英語閱讀理解力和英語字彙量的表現以及學生對英語學習動機的改變情形。蒐集測驗所得資料,採獨立樣本二因子多變量共變數分析(MANCOVA) ,以α=.05 為顯著水準進行統計考驗。本研究獲致下列結論: 一、採紙本繪本進行個人自由閱讀者,英語閱讀理解力明顯優於合作學習閱讀者。 二、採合作學習方式閱讀電子繪本者,英語字彙量明顯優於閱讀紙本繪本者。 三、採電子繪本進行合作學習閱讀者,英語字彙量明顯優於個人自由閱讀者。 四、進行合作學習方式者,無論採閱讀電子繪本或紙本繪本,英語學習動機明顯優於個人自由閱讀者。 五、採個人自由方式閱讀電子繪本者,英語學習動機明顯優於閱讀紙本繪本者。
The purpose of this study was to compare the effects of two extensive reading types (English digital picture books versus English picture books) on the first-graders’ word recognition, reading comprehension, and motivation in English learning. Using the quasi-experimental design, two first-grade classes from a junior high school in Chonghe District were chosen. The two classes were assigned to the English digital picture books reading group as the experimental group (EG), and the English picture books reading group as the control group (CG) randomly. All the students received 2 times a week, 7-week long reading activities. Before and right after the experiment, the students were tested with the instruments “The Basic Competence Test”, “Vocabulary Levels Test” and “English Learning Motivation Scale” on reading comprehension, word recognition, and motivation in English learning. The major findings of the study were as the following: 1. While reading English picture books, students who read personally and freely had positive effect on promoting reading comprehension better than students who took the cooperative learning method. 2. While reading personally and freely, students who read English digital picture books had positive effect on promoting word recognition better than students who read English picture books. 3. While reading English digital picture books, students who took the cooperative learning method to read had positive effect on promoting word recognition better than students who read personally and freely. 4. While taking the cooperative learning method to read, students who read English digital picture books or English picture books had positive effect on promoting motivation in English learning better than students who read personally and freely. 5. While reading English digital picture books, students who took the cooperative learning method to read had positive effect on promoting motivation in English learning better than students who read personally and freely. The researcher referred to the above findings and made related recommendations for further studies and educational applications.
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