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題名 視覺小說融入低成就學習者之英語閱讀補救教學：行動研究
Using visual novels in remedial English reading instruction for low-achieving EFL learners: An action research approach作者 宋欣倫
Sung, Hsin-Lun貢獻者 黃怡萍
Huang, Yi-Ping
宋欣倫
Sung, Hsin-Lun關鍵詞 視覺小說
補救教學
數位遊戲式語言學習
低成就學習者
Visual novel
Remedial instruction
Digital game-based language learning
Low-achieving learner日期 2019 上傳時間 7-Aug-2019 15:43:01 (UTC+8) 摘要 視覺小說是一種互動式的數位遊戲，通常以包含文字、聲音、視覺藝術的多媒體形式來敘述一個故事。它的故事及視覺藝術吸引到玩家來閱讀。因此，視覺小說可以在英語閱讀補救教學中被選用，作為吸引低成就EFL學習者閱讀英語的方法。少有研究使用數位遊戲進行英語閱讀補救教學。本研究採用行動研究的方式，來探索使用視覺小說進行英語閱讀補救教學，是否能增進學習者的閱讀能力，並提升英語閱讀動機。本行動研究有兩個循環，並從三位台灣國中低成就學習者身上獲取資料，包括錄音及影像紀錄、課堂觀察紀錄、學生的書面反饋、訪談。研究結果顯示(1)學習者對於閱讀英語視覺小說抱有正面的態度；(2)閱讀視覺小說的過程中，過多的未知單字是主要的閱讀困難；(3)學習者能夠藉由閱讀策略克服困難；(4)視覺小說能激起學習者的閱讀動機。本研究的最後提供英語補救教師及視覺小說開發者兩個要在英語閱讀補救教學中使用視覺小說的建議。
A visual novel as an interactive digital game usually tells a story or a novel with multiple media, such as words, sound, and anime-style art. Its story and visual arts attract players to read. Therefore, visual novels can be adopted in remedial English reading instruction in order to engage and motivate those low-achieving EFL learners to read. Few studies have examined the use of digital games in remedial English reading instructions. To fill the gap, this study adopted an action research approach to explore using visual novel in remedial English reading instructions to enhance the learners’ reading ability and raise their motivation to read in English. This action research study conducted two action cycles to collect data from three junior high low-achieving EFL learners in Taiwan. Data included audio- and video-recording, classroom observation field notes, the students’ written reflection, and interviews. The results showed that (1) the learners hold positive attitude towards reading English visual novels, (2) having too many unknown words was their major reading difficulty in reading the visual novel, (3) the learners were able to cope with the difficulty by using reading strategies, (4) the visual novel motivate the learners to read. At the end of this study, two suggestions are provided for English remedial teachers and visual novels developers on ways to give remedial reading instruction with visual novels.參考文獻 Adams, M. J., & Collins, A. (1979). A schema-theoretic view of reading. In R. O. Freedle (ed.), New directions in discourse processing (p. 1-22). New Jersey: Ablex Publishing Corporation.Agusalim, I. D. (2015). Developing Visual Novel Game of English Conversation for DEP EEPIS. Journal of Education and Practice, 6(33), 113-124.Amalo, E. A., Agusalim, I. D., & Murdaningtyas, C. D. (2017). Developing visual novel game with speech-recognition interactivity to enhance students’ mastery on English expressions. Jurnal Sosial Humaniora, 10(2), 129-136.Baker, L., & Brown, A. (1984). Metacognitive skills and reading. In D. Pearson (Ed.), Handbook of Reading Research. (pp. 353-394). New York: Longman.Burns, A. (2009). Action research. In J. Heigham & R. Croker (Eds.), Qualitative research in applied linguistics: A practical introduction (p. 112-134). London: Palgrave Macmillan.Carpe Diem. Moonlit Works. 2015. PC. Video game.Cavallaro, D. (2009). Anime and the visual novel: narrative structure, design and play at the crossroads of animation and computer games. NC: McFarland.Chou, C. T. (2013). A study on the effectiveness of applying "Readers` Theater" as English remedial instruction for underachievers. Taiwan Journal of TESOL, 10(1), 77-103.Eder, D., & Fingerson, L. (2001). Interviewing children and adolescents. In J. F. Gubrium & J. A. Holstein (Eds.), Handbook of interview research: Context and method (pp. 181-201). Thousand Oaks, CA: Sage.Firkins, A., Forey, G., & Sengupta, S. (2007). Teaching writing to low proficiency EFL students. ELT journal, 61(4), 341-352.Gee, J. P. (2007). What video games have to teach us about learning and literacy. London & New York: Palgrave Macmillan.Grabe, W., & Stoller, F. L. (2011). Teaching and researching reading (2nd edition). UK: Pearson.Green, A. M. (2017). Storytelling in video games: the art of the digital narrative. NC: McFarland.Grellet, F. (1981). Developing Reading Skills. Cambridge: Cambridge University Press.Guthrie, J. T., McRae, A., Coddington, C. S., Lutz Klauda, S., Wigfield, A., & Barbosa, P. (2009). Impacts of comprehensive reading instruction on diverse outcomes of low-and high-achieving readers. Journal of Learning Disabilities, 42(3), 195-214.Hoda, R., Henderson, A., Lee, S., Beh, B., & Greenwood, J. (2014). Aligning technological and pedagogical considerations: Harnessing touch-technology to enhance opportunities for collaborative gameplay and reciprocal teaching in NZ early education. International Journal of Child-Computer Interaction, 2(1), 48–59.Huang, C. T., & Yang, S. C. (2015). Effects of online reciprocal teaching on reading strategies, comprehension, self-efficacy, and motivation. Journal of Educational Computing Research, 52(3), 381-407.Jackson, G. T., Dempsey, K. B., & McNamara, D. S. (2012). Game-based practice in a reading strategy tutoring system: Showdown in iSTART-ME. In H. Reinders (ed.), Digital Games in Language Learning and Teaching (pp. 115-138). NY: Palgrave Macmillan.Juan, L., & Cheng, C. K. (2008). Using extensive reading to improve the learning performance and attitude of elementary school remedial students. English Teaching & Learning, 32(4), 41-83.Koenitz, H., Ferri, G., Haahr, M., Sezen, D., & Sezen, T. İ. (2015). Interactive digital narrative: history, theory and practice. New York: Routledge.Lai, J. (1997). Reading Strategies: a study guide. Hong Kong: Chinese University of Hong Kong.Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching (3rd edition). New York: Oxford University Press.Lewin, K. (1948). Resolving social conflicts: Selected papers on group dynamics. New York: Harper & Row.Li, X. H., Wu, J., & Wang, W. H. (2007). Analysis of schema theory and its influence on reading. US-China foreign language, 5(11), 18-21.McGeown, S. (2013). Reading motivation and engagement in the primary school classroom: Theory, research and practice. Leicester: United Kingdom Literacy Association.Meece and J. S. Eccles (eds.), Handbook of research on schools, schooling, and human development. New York: Routledge.Moreno-Ger, P., Burgos, D., Martínez-Ortiz, I., Sierra, J. L. & Fernández-Manjón, B. (2008). Educational game design for online education. Computers in Human Behavior, 24 (6), 2530–2540.Nunan, D. (2004). Task-based language teaching. New York: Cambridge University Press.O`Neil, K. E. (2011). Reading pictures: Developing visual literacy for greater comprehension. The Reading Teacher, 65(3), 214-223.Prensky, M. (2001). The Digital Game-Based Learning Revolution. Digital game-based learning (p. 1~34). New York: Mcgraw-hill.Prichard, C. (2008). Evaluating L2 readers` vocabulary strategies and dictionary use. Reading in a foreign language, 20(2), 216-231.Reinhardt, J., & Sykes, J. M. (2012). Conceptualizing digital game-mediated L2 learning and pedagogy: Game-enhanced and game-based research and practice. In H. Reinders (ed.), Digital Games in Language Learning and Teaching (pp. 32-49). New York, NY: Palgrave Macmillan.Richard-Amato, P. A. (1988). Making it happen: Interaction in the second language classroom: From theory to practice. New York: Longman.Rumelhart, D. E. (1980). Schemata: the building blocks of cognition. In R. J. Spiro, B.C. Bruce, & W. E. Brewer (eds.), Theoretical issues in reading comprehension (p. 33-58). New Jersey: Lawrence Erlbaum Associates.Saine, N. L., Lerkkanen, M. K., Ahonen, T., Tolvanen, A., & Lyytinen, H. (2011). Computer‐assisted remedial reading intervention for school beginners at risk for reading disability. Child Development, 82(3), 1013-1028.Serafini, F. (2012). Expanding the four resources model: Reading visual and multi-modal texts. Pedagogies: An International Journal, 7(2), 150-164.Sheu, C. M. (2011). Effects of an online GEPT simulated-test English remedial course on test performance, English language learning strategy use and perceptions. Asia-Pacific Education Researcher (De La Salle University Manila), 20(1).Sylvén, L. K., & Sundqvist, P. (2012). Gaming as extramural English L2 learning and L2 proficiency among young learners. ReCALL, 24(3), 302-321.Swezey, R. W., Meltzer, A. L., & Salas, E. (1994). Some issues involved in motivating teams. In H. F. O’Neill Jr & M. Drillings (eds.), Motivation: Theory and research (pp. 141–169). NJ: Lawrence Erlbaum.Tan, D. A. L., Pandian, A., & Jaganathan, P. (2016). Encouraging ESL/EFL reading among lower proficiency students at the tertiary level: The use of graded readers. The Reading Matrix: An International Online Journal, 16(2), 20-36.Thomas, M. (2012). Contextualizing digital game-based language learning: Transformational paradigm shift or business as usual?. In Digital games in language learning and teaching (pp. 11-31). Palgrave Macmillan, London.Thompson, A., & Cochrane, R. (2012). Use of language learning strategies among low-proficiency Japanese university students. KOTESOL Proceedings 2012, 125-133.Wichadee, S., & Pattanapichet, F. (2018). Enhancement of performance and motivation through application of digital games in an English language class. Teaching English with Technology, 18(1), 77-92.Wigfield, A. and Guthrie, J. T. (1997). Relations of children`s motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89 (3): 420–433.Wingate, U. (2004). Dictionary use—the need to teach strategies. Language Learning Journal, 29(1), 5-11.Yang, Y. F. (2010). Developing a reciprocal teaching/learning system for college remedial reading instruction. Computers & Education, 55(3), 1193-1201. 描述 碩士
國立政治大學
英國語文學系
105551020資料來源 http://thesis.lib.nccu.edu.tw/record/#G0105551020 資料類型 thesis dc.contributor.advisor 黃怡萍 zh_TW dc.contributor.advisor Huang, Yi-Ping en_US dc.contributor.author (Authors) 宋欣倫 zh_TW dc.contributor.author (Authors) Sung, Hsin-Lun en_US dc.creator (作者) 宋欣倫 zh_TW dc.creator (作者) Sung, Hsin-Lun en_US dc.date (日期) 2019 en_US dc.date.accessioned 7-Aug-2019 15:43:01 (UTC+8) - dc.date.available 7-Aug-2019 15:43:01 (UTC+8) - dc.date.issued (上傳時間) 7-Aug-2019 15:43:01 (UTC+8) - dc.identifier (Other Identifiers) G0105551020 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/124620 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 英國語文學系 zh_TW dc.description (描述) 105551020 zh_TW dc.description.abstract (摘要) 視覺小說是一種互動式的數位遊戲，通常以包含文字、聲音、視覺藝術的多媒體形式來敘述一個故事。它的故事及視覺藝術吸引到玩家來閱讀。因此，視覺小說可以在英語閱讀補救教學中被選用，作為吸引低成就EFL學習者閱讀英語的方法。少有研究使用數位遊戲進行英語閱讀補救教學。本研究採用行動研究的方式，來探索使用視覺小說進行英語閱讀補救教學，是否能增進學習者的閱讀能力，並提升英語閱讀動機。本行動研究有兩個循環，並從三位台灣國中低成就學習者身上獲取資料，包括錄音及影像紀錄、課堂觀察紀錄、學生的書面反饋、訪談。研究結果顯示(1)學習者對於閱讀英語視覺小說抱有正面的態度；(2)閱讀視覺小說的過程中，過多的未知單字是主要的閱讀困難；(3)學習者能夠藉由閱讀策略克服困難；(4)視覺小說能激起學習者的閱讀動機。本研究的最後提供英語補救教師及視覺小說開發者兩個要在英語閱讀補救教學中使用視覺小說的建議。 zh_TW dc.description.abstract (摘要) A visual novel as an interactive digital game usually tells a story or a novel with multiple media, such as words, sound, and anime-style art. Its story and visual arts attract players to read. Therefore, visual novels can be adopted in remedial English reading instruction in order to engage and motivate those low-achieving EFL learners to read. Few studies have examined the use of digital games in remedial English reading instructions. To fill the gap, this study adopted an action research approach to explore using visual novel in remedial English reading instructions to enhance the learners’ reading ability and raise their motivation to read in English. This action research study conducted two action cycles to collect data from three junior high low-achieving EFL learners in Taiwan. Data included audio- and video-recording, classroom observation field notes, the students’ written reflection, and interviews. The results showed that (1) the learners hold positive attitude towards reading English visual novels, (2) having too many unknown words was their major reading difficulty in reading the visual novel, (3) the learners were able to cope with the difficulty by using reading strategies, (4) the visual novel motivate the learners to read. At the end of this study, two suggestions are provided for English remedial teachers and visual novels developers on ways to give remedial reading instruction with visual novels. en_US dc.description.tableofcontents Chinese Abstract vEnglish Abstract viChapter One: Introduction 1Chapter Two: Literature Review 3Chapter Three: Methodology 11Chapter Four: Results 23Chapter Five: Discussion 41Chapter Six: Conclusion 47References 50Appendices 55 zh_TW dc.format.extent 1638903 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0105551020 en_US dc.subject (關鍵詞) 視覺小說 zh_TW dc.subject (關鍵詞) 補救教學 zh_TW dc.subject (關鍵詞) 數位遊戲式語言學習 zh_TW dc.subject (關鍵詞) 低成就學習者 zh_TW dc.subject (關鍵詞) Visual novel en_US dc.subject (關鍵詞) Remedial instruction en_US dc.subject (關鍵詞) Digital game-based language learning en_US dc.subject (關鍵詞) Low-achieving learner en_US dc.title (題名) 視覺小說融入低成就學習者之英語閱讀補救教學：行動研究 zh_TW dc.title (題名) Using visual novels in remedial English reading instruction for low-achieving EFL learners: An action research approach en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) Adams, M. J., & Collins, A. (1979). A schema-theoretic view of reading. In R. O. Freedle (ed.), New directions in discourse processing (p. 1-22). New Jersey: Ablex Publishing Corporation.Agusalim, I. D. (2015). Developing Visual Novel Game of English Conversation for DEP EEPIS. Journal of Education and Practice, 6(33), 113-124.Amalo, E. A., Agusalim, I. D., & Murdaningtyas, C. D. (2017). Developing visual novel game with speech-recognition interactivity to enhance students’ mastery on English expressions. Jurnal Sosial Humaniora, 10(2), 129-136.Baker, L., & Brown, A. (1984). Metacognitive skills and reading. In D. Pearson (Ed.), Handbook of Reading Research. (pp. 353-394). New York: Longman.Burns, A. (2009). Action research. In J. Heigham & R. Croker (Eds.), Qualitative research in applied linguistics: A practical introduction (p. 112-134). London: Palgrave Macmillan.Carpe Diem. Moonlit Works. 2015. PC. Video game.Cavallaro, D. (2009). Anime and the visual novel: narrative structure, design and play at the crossroads of animation and computer games. NC: McFarland.Chou, C. T. (2013). A study on the effectiveness of applying "Readers` Theater" as English remedial instruction for underachievers. Taiwan Journal of TESOL, 10(1), 77-103.Eder, D., & Fingerson, L. (2001). Interviewing children and adolescents. In J. F. Gubrium & J. A. Holstein (Eds.), Handbook of interview research: Context and method (pp. 181-201). Thousand Oaks, CA: Sage.Firkins, A., Forey, G., & Sengupta, S. (2007). Teaching writing to low proficiency EFL students. ELT journal, 61(4), 341-352.Gee, J. P. (2007). What video games have to teach us about learning and literacy. London & New York: Palgrave Macmillan.Grabe, W., & Stoller, F. L. (2011). Teaching and researching reading (2nd edition). UK: Pearson.Green, A. M. (2017). Storytelling in video games: the art of the digital narrative. NC: McFarland.Grellet, F. (1981). Developing Reading Skills. Cambridge: Cambridge University Press.Guthrie, J. T., McRae, A., Coddington, C. S., Lutz Klauda, S., Wigfield, A., & Barbosa, P. (2009). Impacts of comprehensive reading instruction on diverse outcomes of low-and high-achieving readers. Journal of Learning Disabilities, 42(3), 195-214.Hoda, R., Henderson, A., Lee, S., Beh, B., & Greenwood, J. (2014). Aligning technological and pedagogical considerations: Harnessing touch-technology to enhance opportunities for collaborative gameplay and reciprocal teaching in NZ early education. International Journal of Child-Computer Interaction, 2(1), 48–59.Huang, C. T., & Yang, S. C. (2015). Effects of online reciprocal teaching on reading strategies, comprehension, self-efficacy, and motivation. Journal of Educational Computing Research, 52(3), 381-407.Jackson, G. T., Dempsey, K. B., & McNamara, D. S. (2012). Game-based practice in a reading strategy tutoring system: Showdown in iSTART-ME. In H. Reinders (ed.), Digital Games in Language Learning and Teaching (pp. 115-138). NY: Palgrave Macmillan.Juan, L., & Cheng, C. K. (2008). Using extensive reading to improve the learning performance and attitude of elementary school remedial students. English Teaching & Learning, 32(4), 41-83.Koenitz, H., Ferri, G., Haahr, M., Sezen, D., & Sezen, T. İ. (2015). Interactive digital narrative: history, theory and practice. New York: Routledge.Lai, J. (1997). Reading Strategies: a study guide. Hong Kong: Chinese University of Hong Kong.Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching (3rd edition). New York: Oxford University Press.Lewin, K. (1948). Resolving social conflicts: Selected papers on group dynamics. New York: Harper & Row.Li, X. H., Wu, J., & Wang, W. H. (2007). Analysis of schema theory and its influence on reading. US-China foreign language, 5(11), 18-21.McGeown, S. (2013). Reading motivation and engagement in the primary school classroom: Theory, research and practice. Leicester: United Kingdom Literacy Association.Meece and J. S. Eccles (eds.), Handbook of research on schools, schooling, and human development. New York: Routledge.Moreno-Ger, P., Burgos, D., Martínez-Ortiz, I., Sierra, J. L. & Fernández-Manjón, B. (2008). Educational game design for online education. Computers in Human Behavior, 24 (6), 2530–2540.Nunan, D. (2004). Task-based language teaching. New York: Cambridge University Press.O`Neil, K. E. (2011). Reading pictures: Developing visual literacy for greater comprehension. The Reading Teacher, 65(3), 214-223.Prensky, M. (2001). The Digital Game-Based Learning Revolution. Digital game-based learning (p. 1~34). New York: Mcgraw-hill.Prichard, C. (2008). Evaluating L2 readers` vocabulary strategies and dictionary use. Reading in a foreign language, 20(2), 216-231.Reinhardt, J., & Sykes, J. M. (2012). Conceptualizing digital game-mediated L2 learning and pedagogy: Game-enhanced and game-based research and practice. In H. Reinders (ed.), Digital Games in Language Learning and Teaching (pp. 32-49). New York, NY: Palgrave Macmillan.Richard-Amato, P. A. (1988). Making it happen: Interaction in the second language classroom: From theory to practice. New York: Longman.Rumelhart, D. E. (1980). Schemata: the building blocks of cognition. In R. J. Spiro, B.C. Bruce, & W. E. Brewer (eds.), Theoretical issues in reading comprehension (p. 33-58). New Jersey: Lawrence Erlbaum Associates.Saine, N. L., Lerkkanen, M. K., Ahonen, T., Tolvanen, A., & Lyytinen, H. (2011). Computer‐assisted remedial reading intervention for school beginners at risk for reading disability. Child Development, 82(3), 1013-1028.Serafini, F. (2012). Expanding the four resources model: Reading visual and multi-modal texts. Pedagogies: An International Journal, 7(2), 150-164.Sheu, C. M. (2011). Effects of an online GEPT simulated-test English remedial course on test performance, English language learning strategy use and perceptions. Asia-Pacific Education Researcher (De La Salle University Manila), 20(1).Sylvén, L. K., & Sundqvist, P. (2012). Gaming as extramural English L2 learning and L2 proficiency among young learners. ReCALL, 24(3), 302-321.Swezey, R. W., Meltzer, A. L., & Salas, E. (1994). Some issues involved in motivating teams. In H. F. O’Neill Jr & M. Drillings (eds.), Motivation: Theory and research (pp. 141–169). NJ: Lawrence Erlbaum.Tan, D. A. L., Pandian, A., & Jaganathan, P. (2016). Encouraging ESL/EFL reading among lower proficiency students at the tertiary level: The use of graded readers. The Reading Matrix: An International Online Journal, 16(2), 20-36.Thomas, M. (2012). Contextualizing digital game-based language learning: Transformational paradigm shift or business as usual?. In Digital games in language learning and teaching (pp. 11-31). Palgrave Macmillan, London.Thompson, A., & Cochrane, R. (2012). Use of language learning strategies among low-proficiency Japanese university students. KOTESOL Proceedings 2012, 125-133.Wichadee, S., & Pattanapichet, F. (2018). Enhancement of performance and motivation through application of digital games in an English language class. Teaching English with Technology, 18(1), 77-92.Wigfield, A. and Guthrie, J. T. (1997). Relations of children`s motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89 (3): 420–433.Wingate, U. (2004). Dictionary use—the need to teach strategies. Language Learning Journal, 29(1), 5-11.Yang, Y. F. (2010). Developing a reciprocal teaching/learning system for college remedial reading instruction. Computers & Education, 55(3), 1193-1201. zh_TW dc.identifier.doi (DOI) 10.6814/NCCU201900597 en_US
