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題名 讀者劇場對國小學童英語學習焦慮及口語流暢度之影響
The Influences of Readers Theater on EFL Low Achievers’ Learning Anxiety and Oral Reading Fluency
作者 謝孟潔
Hsieh, Meng-Chieh
貢獻者 余明忠
Yu, Ming-Chung
謝孟潔
Hsieh, Meng-Chieh
關鍵詞 讀者劇場
低成就
學習焦慮
口語流暢度
Readers Theater
low achievers
learning anxiety
oral reading fluency
日期 2022
上傳時間 1-Aug-2022 18:49:35 (UTC+8)
摘要 本研究旨在探討讀者劇場教學對國小學童英語學習焦慮及口語流暢度之影響。研究對象為9位五年級參加英語學習扶助之學生，並接受為期12週，每週40分鐘之讀者劇場教學。為了解讀者劇場對學生學習焦慮程度及口語流暢度之影響，本研究資料蒐集及分析採用質性及量化方式。教學前、後分別進行英語學習焦慮量表以及英語口語流暢度測驗。教學中採用課室觀察及教學日誌記錄學生的學習狀況。教學後則透過學生訪談，了解學生對讀者劇場教學之看法及建議。
研究結果顯示：(a)讀者劇場教學能有效降低低成就學生之英語學習焦慮程度。透過小組合作學習的相互支持，學生較能感到放鬆，亦較不擔心唸讀時犯錯。而重複的唸讀劇本，也增加學生的自信心及對英語學習的興趣及成就感。(b)讀者劇場教學能提升低成就學生之整體口語流暢度，尤其在正確度、速度、音量及表達三個部分，有顯著差異。(c)大部分學生對讀者劇場教學抱持正面的態度，並建議將讀者劇場納入平日英語課程中。
最後，本研究提出幾點教學上的應用建議：(a) 重複唸讀對低成就學生的口語流暢度有所幫助。藉由反覆唸讀同樣的文本，增加學生的認字能力，進而增加學生之閱讀理解能力。(b) 合作學習能有效降低學生的學習焦慮。藉由小組成員的合作與支持，學生較不擔心犯錯。(c) 英語學習教材應該多元並能引起學生的興趣。尤其對低成就學生而言，課程本位讀者劇場能有效提升學生口語流暢度。
This study aimed to investigate the influences of Readers Theater (RT) on EFL low achievers’ learning anxiety and oral reading fluency. The participants of the study were nine fifth graders in a remedial class. The RT instruction lasted for 12 weeks, with a 40-minute class period each week. The data were collected and analyzed in both qualitative and quantitative ways. To collect quantitative data that investigate the influences of RT on learning anxiety and oral reading fluency, the Foreign Language Classroom Anxiety Scale (FLCAS), the Words Correct per Minute test (WCPM), and the Multidimensional Fluency Scale (MFS) were administered before and after the instruction. Qualitative data were collected through teaching logs, classroom observations, and two focus-group interviews to provide a complementary view of the research.
The results of the study were as follows: (a) RT was beneficial to lower the anxiety level of EFL low achievers. The participants were more relaxed and less anxious about making mistakes while cooperating with teammates. Moreover, the repetition of the lines increased their confidence in English speaking and their sense of achievement. (b) RT significantly improved EFL low achievers’ oral reading fluency in terms of accuracy, automaticity, and expression and volume. (c) Most participants held a positive attitude toward RT and would like to see RT to be implemented in regular English classes.
Some pedagogical implications can be drawn based on the findings of the study. (a) Repeated reading is beneficial for EFL students, especially for low achievers, to improve oral reading fluency. Once the students could decode the words automatically, they would be equipped with enough cognitive energy for comprehension and prosody. (b) Cooperative learning activities are helpful to reduce learning anxiety by providing learners with the opportunities to work in groups. With the support and cooperation of teammates, students felt less nervous about making mistakes. (c) Language teaching materials should be diversified and interesting enough to increase the motivation and interest of students, especially for those in remedial classes. Moreover, curriculum-based Readers Theater is of significant help for the low achievers to improve their oral reading accuracy, automaticity, and prosody.
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描述 碩士
國立政治大學
英語教學碩士在職專班
100951003
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0100951003
資料類型 thesis
dc.contributor.advisor 余明忠zh_TW
dc.contributor.advisor Yu, Ming-Chungen_US
dc.contributor.author (Authors) 謝孟潔zh_TW
dc.contributor.author (Authors) Hsieh, Meng-Chiehen_US
dc.creator (作者) 謝孟潔zh_TW
dc.creator (作者) Hsieh, Meng-Chiehen_US
dc.date (日期) 2022en_US
dc.date.accessioned 1-Aug-2022 18:49:35 (UTC+8)-
dc.date.available 1-Aug-2022 18:49:35 (UTC+8)-
dc.date.issued (上傳時間) 1-Aug-2022 18:49:35 (UTC+8)-
dc.identifier (Other Identifiers) G0100951003en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/141348-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description (描述) 100951003zh_TW
dc.description.abstract (摘要) 本研究旨在探討讀者劇場教學對國小學童英語學習焦慮及口語流暢度之影響。研究對象為9位五年級參加英語學習扶助之學生，並接受為期12週，每週40分鐘之讀者劇場教學。為了解讀者劇場對學生學習焦慮程度及口語流暢度之影響，本研究資料蒐集及分析採用質性及量化方式。教學前、後分別進行英語學習焦慮量表以及英語口語流暢度測驗。教學中採用課室觀察及教學日誌記錄學生的學習狀況。教學後則透過學生訪談，了解學生對讀者劇場教學之看法及建議。
研究結果顯示：(a)讀者劇場教學能有效降低低成就學生之英語學習焦慮程度。透過小組合作學習的相互支持，學生較能感到放鬆，亦較不擔心唸讀時犯錯。而重複的唸讀劇本，也增加學生的自信心及對英語學習的興趣及成就感。(b)讀者劇場教學能提升低成就學生之整體口語流暢度，尤其在正確度、速度、音量及表達三個部分，有顯著差異。(c)大部分學生對讀者劇場教學抱持正面的態度，並建議將讀者劇場納入平日英語課程中。
最後，本研究提出幾點教學上的應用建議：(a) 重複唸讀對低成就學生的口語流暢度有所幫助。藉由反覆唸讀同樣的文本，增加學生的認字能力，進而增加學生之閱讀理解能力。(b) 合作學習能有效降低學生的學習焦慮。藉由小組成員的合作與支持，學生較不擔心犯錯。(c) 英語學習教材應該多元並能引起學生的興趣。尤其對低成就學生而言，課程本位讀者劇場能有效提升學生口語流暢度。		zh_TW
dc.description.abstract (摘要) This study aimed to investigate the influences of Readers Theater (RT) on EFL low achievers’ learning anxiety and oral reading fluency. The participants of the study were nine fifth graders in a remedial class. The RT instruction lasted for 12 weeks, with a 40-minute class period each week. The data were collected and analyzed in both qualitative and quantitative ways. To collect quantitative data that investigate the influences of RT on learning anxiety and oral reading fluency, the Foreign Language Classroom Anxiety Scale (FLCAS), the Words Correct per Minute test (WCPM), and the Multidimensional Fluency Scale (MFS) were administered before and after the instruction. Qualitative data were collected through teaching logs, classroom observations, and two focus-group interviews to provide a complementary view of the research.
The results of the study were as follows: (a) RT was beneficial to lower the anxiety level of EFL low achievers. The participants were more relaxed and less anxious about making mistakes while cooperating with teammates. Moreover, the repetition of the lines increased their confidence in English speaking and their sense of achievement. (b) RT significantly improved EFL low achievers’ oral reading fluency in terms of accuracy, automaticity, and expression and volume. (c) Most participants held a positive attitude toward RT and would like to see RT to be implemented in regular English classes.
Some pedagogical implications can be drawn based on the findings of the study. (a) Repeated reading is beneficial for EFL students, especially for low achievers, to improve oral reading fluency. Once the students could decode the words automatically, they would be equipped with enough cognitive energy for comprehension and prosody. (b) Cooperative learning activities are helpful to reduce learning anxiety by providing learners with the opportunities to work in groups. With the support and cooperation of teammates, students felt less nervous about making mistakes. (c) Language teaching materials should be diversified and interesting enough to increase the motivation and interest of students, especially for those in remedial classes. Moreover, curriculum-based Readers Theater is of significant help for the low achievers to improve their oral reading accuracy, automaticity, and prosody.		en_US
dc.description.tableofcontents Dedication iii
Acknowledgements iv
Table of Contents v
Chinese Abstract ix
English Abstract xi
Chapter One: Introduction 1
Background and Motivation 1
Purpose of the Study 6
Research Questions 7
Chapter Two: Literature Review 9
Fluency 9
Definition of Fluency 9
Elements of Reading Fluency 10
The Importance of Reading Fluency 11
The Methods to Develop Oral Reading Fluency 12
Model fluent reading 13
Assisted reading 13
Deep reading practice (Repeated reading) 14
Foreign Language Anxiety 14
Definition of Foreign Language Anxiety 14
Sources of Foreign Language Anxiety 15
Relationship between Anxiety and Performance 17
Cooperative Learning and Anxiety 19
Readers Theater (RT) 19
Definition of RT 19
Procedures of RT 20
Benefits of RT 21
RT in EFL Classrooms 21
Chapter Three: Methodology 29
Participants 29
Context 30
RT Instruction 31
Instructor 31
RT Scripts 31
Procedures of the RT Instruction 32
Instruments 35
Background Information Sheet 35
Words Correct per Minute Test (WCPM) 36
Multidimensional Fluency Scale (MFS) 38
Foreign Language Classroom Anxiety Scale (FLCAS) 38
Teaching Logs and Classroom Observations 39
Focus Group Interviews 40
Procedures of the Study 41
Data Analysis 44
Chapter Four: Results 49
Results of the WCPM and the MFS 49
Results of the FLCAS 54
Results of the Teaching Logs 57
Results of the Focus Group Interviews 64
Chapter Five: Discussion 75
The Influences of RT on Learning Anxiety 75
The Influences of RT on Oral Reading Fluency 78
Students’ Perceptions toward RT 82
Chapter Six: Conclusion 85
Findings of the Study 85
Pedagogical Implications 86
Limitations and Suggestions for Future Research 88
References 91
Appendixes 101
Appendix 1: RT Script 1 101
Appendix 2: RT Script 2 102
Appendix 3: Background Information Sheet 103
Appendix 4: Pretest and Posttest Reading Passage on WCPM / MFS 104
Appendix 5: Multidimensional Fluency Scale (MFS) 105
Appendix 6: Foreign Language Classroom Anxiety Scale (FLCAS) 107
Appendix 7: Chinese Version of the FLCAS 109
Appendix 8: Teaching Logs and Classroom Observations 111		zh_TW
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dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0100951003en_US
dc.subject (關鍵詞) 讀者劇場zh_TW
dc.subject (關鍵詞) 低成就zh_TW
dc.subject (關鍵詞) 學習焦慮zh_TW
dc.subject (關鍵詞) 口語流暢度zh_TW
dc.subject (關鍵詞) Readers Theateren_US
dc.subject (關鍵詞) low achieversen_US
dc.subject (關鍵詞) learning anxietyen_US
dc.subject (關鍵詞) oral reading fluencyen_US
dc.title (題名) 讀者劇場對國小學童英語學習焦慮及口語流暢度之影響zh_TW
dc.title (題名) The Influences of Readers Theater on EFL Low Achievers’ Learning Anxiety and Oral Reading Fluencyen_US
dc.type (資料類型) thesisen_US
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dc.identifier.doi (DOI) 10.6814/NCCU202201063en_US