導入發音輔具英語自由閱讀活動對於學生閱讀興趣及投入之影響

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翊翎‧撒利尤(Cerita) 查詢紙本館藏

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網路學習科技研究所

論文名稱

導入發音輔具英語自由閱讀活動對於學生閱讀興趣及投入之影響
(The Impact of Free English Reading with Digital Pen Support and Guided Reading Video Activity on Students’ Situational Interest (SI) and Engagement)

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摘要(中)

處於不停學的世代，「閱讀」絕對是這世代的每一位所學習的知識方法，閱讀能力不只是自己本身的競爭能力，更是代表著國家競爭能力。然而，開發新穎有效的學習環境，提高學生的閱讀效率並增加他們的興趣，是第二語言發展的一個重要問題。本文探討學生的英語閱讀情境興趣，設計與學生程度能力相符的閱讀活動，針對不同程度的學生觸發更有效的英語閱讀興趣，有效提升學生閱讀興趣，讓學生愛上閱讀。
本研究擬透過設計研究法進行，實驗對象為臺灣桃園市某國小三年級共計76位的學生；實驗的時間為期兩個學期，實際進行的英語閱讀活動共計16週。兩個學期分別進行英語自由閱讀與導入發音輔具的英語自由閱讀活動，觀察學生從依照自己的興趣自由選書閱讀，進而到有發音輔助工具英語閱讀的過程中，其閱讀投入、閱讀情境興趣的變化。
研究結果顯示，實驗組在導入發音輔具的英語自由閱讀活動中，在閱讀活動整體閱讀心流上升並漸入佳境，除維持英語閱讀愉快的感覺、閱讀方式的活潑更觸發學生的興趣。然而，研究進一步發現，針對拼讀較弱或不敢發音的情形，學生透過發音輔具簡易功能可自己操作，依照自己的速度調整閱讀步調，運用指讀及跟讀的方式，重複聽取讀本內容有助於字母拼讀的練習，更能維持學生的注意力。
值得注意的是，口語閱讀流暢度是整體閱讀能力的一個指標。建議教育研究者及老師，在數位的學習環境中實施英語自由閱讀活動，善用可融合聽、說、讀閱讀模式的發音輔具，其靈活性、便攜性和熟悉度，學生可獲得即時幫助，包括口語閱讀示範、獨立指讀閱讀及看字讀音。藉此，學生利用豐富的數位功能，同時保持傳統筆和閱讀文本的自然互動，進行重複口語閱讀練習及閱讀發音練習，觸發更有效的英語閱讀興趣。目前的研究建議將更多的閱讀計劃應用於學校以鼓勵閱讀。建議進行更多研究，以實現閱讀的真正潛力及其對學習者閱讀興趣的影響。

摘要(英)

In this era of lifelong learning, reading is one of our ways to acquire knowledge, so that reading power is not only personal competitiveness, representing national competitiveness. However, developing new and effective learning environment, improving students′ reading efficiency and enhance their interest are important issues for development of second language. This paper explores students′ situational interest (SI) in English reading, it designs reading activities that correspond to students′ ability, triggers more effective English reading interests for students of different degrees, and effectively enhances students′ interest in reading, so that students love reading.
The study is conducted, basis for design-based research, using free reading in English was conducted at a public elementary schoo in Taoyuan County, Taiwan with 76 Grade 3rd students who are all comprised three classes students. The experiment was comducted for 16 weeks. “free English reading” and “free English reading with assistive device” were implemented in two semesters separately, to observe the students′ engagement in reading and the degree of improvement for reading interest.
The research found that the experimental group in reading engagement, interest in English reading showed significantly better than the control group. In the case of weak or afraid to pronounce, most importment, through pronunciation aids can operate on their own, according to their own pace to adjust the reading speed, repeated listening to the story books or bridging-books also helps the Phonics exercises, more able to maintain children′s attention, and effectively enhance children′s interest in reading.
Notably, sound out reading well is an indicator of overall reading capability. It is recommended that educational researchers and teachers carry out free English reading activities in a digital learning environment and make good use of pronunciation aids that can be integrated with listening, speaking and reading modes as well as the smart pen, therefore, provides practicability, flexibility, and portability. Meanwhile, children could exploit a smart pen to interact with paper-based reading story books getting assistance in time, such as sound out reading and independent fingerpoint-reading on word and sound out words with paper-based reading activities. Students take advantage of rich digital capabilities while maintaining the natural interaction of traditional pens and paper-based reading. The study recommends to apply more reading programmes into schools to impel reading. Undoubtedly, it also suggests carry on more research in order to become aware of the true potential of reading and its influence on learners’ situational interest.

關鍵字(中)

★ 閱讀興趣
★ 閱讀投入
★ 心流
★ 英語閱讀
★ 科技輔具
★ 點讀筆

關鍵字(英)

★ English reading
★ situational interest (SI)
★ reading engagement
★ flow
★ assistive device
★ digital pen technology

論文目次

摘要 I
Abstract II
謝誌 IV
目錄 V
圖目錄 VIII
表目錄 IX
第一章緒論 1
1.1 研究背景與動機 1
1.2 研究目的與問題 4
1.3 名詞解釋 4
1.3.1 持續寧靜閱讀 5
1.3.2 情境興趣 5
1.3.3 閱讀投入 5
1.3.4 預測策略設計(前導影片Guided Reading Vedio) 6
1.3.5 音韻覺識(Phonological Awareness)及字母拼讀法(Phonics) 6
1.4 研究範圍與限制 7
1.5 論文架構 8
第二章文獻探討 9
2.1 第二語言閱讀 9
2.2 閱讀興趣 11
2.3 閱讀投入 13
第三章第一次研究 16
3.1 研究對象 16
3.2 研究流程 17
3.3 英語閱讀活動設計 17
3.3.1 第一次研究─自由閱讀 18
3.3.1.1 閱讀書籍：兒童英語繪本、自然科學讀本與經典故事 18
3.3.1.2 自由閱讀活動 20
3.4 研究資料蒐集 23
3.5 英語自由閱讀活動的影響 24
3.5.1 第一次研究-實驗組與控制組學生英語閱讀情境興趣的差異 24
3.5.2 小結 25
3.6 訪談資料分析 25
3.6.1 活動後訪談紀錄 25
3.6.2 英語程度差異性 29
3.6.3 全班分享聊書 29
3.6.4 提出閱讀活動調整方案 30
第四章第二次研究 32
4.1 研究對象 32
4.2 研究流程 32
4.3 輔助工具介紹 32
4.3.1 智慧點讀筆 32
4.3.2 前導影片 34
4.4 英語閱讀活動設計 37
4.4.1 第二次研究─導入輔具的英語自由閱讀 37
4.4.1.1 閱讀書籍：英語生命教育繪本故事集 38
4.4.1.2 閱讀書籍：粉紅豬小妹系列故事繪本 39
4.4.1.3 前導影片活動 40
4.4.1.4 搭配點讀筆輔助閱讀 41
4.5 研究工具 43
4.5.1 心流量表 43
4.5.2 英語閱讀情境興趣測驗 44
4.6 研究資料蒐集 45
4.7 研究資料分析 46
4.7.1 心流量表分析 46
4.7.2 英語閱讀情境興趣量表分析 47
4.7.3 活動後訪談紀錄 47
第五章研究結果 48
5.1 導入輔具的英語自由閱讀的影響 48
5.1.1 全班學生之心流投入及各向度的變化分析 48
5.1.2 兩組-英語閱讀情境興趣的變化分析 53
5.1.3 不同性別學生之英語閱讀情境興趣與心流的變化分析 56
5.1.4 小結 60
第六章研究問題討論 61
6.1 研究問題一：「英語自由閱讀」是否會對學生閱讀情境興趣的造成影響 61
6.2 研究問題二：「導入發音輔具的英語自由閱讀」對於學生心流投入是維持或提高 ………………………………………………………………………………...61
6.3 研究問題三：傳統式閱讀與導入發音輔具英語自由閱讀的學生之閱讀情境興趣的差異 62
6.4 研究問題四：導入發音輔具的英語自由閱讀是否對性別之心流產生影響 ………………………………………………………………………………...63
第七章結論與建議 64
7.1 結論 64
7.2 建議 65
參考文獻 66
中文文獻 66
英文文獻 67
附錄A-Ⅰ 英語書籍列表 72
附錄A-Ⅱ 英語書籍列表 73
附錄A-Ⅲ 英語書籍列表 74
附錄A-Ⅳ 英語書籍列表 75
附錄A-Ⅴ 英語書籍列表 76
附錄B 心流量表 77
附錄C 英語情境興趣量表 78
附錄D 訪談問題 79
附錄E 訪談內容 80
上學期 ………………………………………………………………………………...80
下學期 ………………………………………………………………………………...84

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指導教授

劉晨鐘

審核日期

2021-8-16

推文