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題名 透過線上文學圈來培養高中生的批判思考能力及英語閱讀技巧：四位台灣高中生之個案研究
Cultivating Critical Thinking Ability and English Reading Skills Through Online Literature Circles: A Case Study on Four Taiwanese High School Students
作者 陳柔含
Chen, Jou-Han
貢獻者 許麗媛
Hsu, Li-Yuan
陳柔含
Chen, Jou-Han
關鍵詞 文學小圈圈
線上學習
批判性思考
Critical thinking
Literature circle
日期 2022
上傳時間 2-Dec-2022 15:25:15 (UTC+8)
摘要 文學小圈圈向來被譽為是幫助自主學習，和創造有意義學習的方式，近幾年也有研究指出，文學小圈圈的運用可以幫助學習者的批判性思考。本研究觀察四位臺灣高中生運用線上的方式，在Google Classroom平台進行十週非同步的文學圈文字討論。本研究目的欲透過線上文學圈，著重研究三個方面：批判思考能力、閱讀能力自我評估、對於線上文學圈的看法。
本研究資料分析來源主要有：受試者在平台上發表的討論問題，閱讀技巧的前後測問卷，文學圈的回饋問卷，以及小組訪談。經過本次的研究，受試者對於線上文學圈都有正面的看法，在受試者的問題討論中，隨著文學圈的進行，受試者得以提出較多符合布魯姆教學目標的高層次問題，因此可以得知批判性思考的提升。再者，從前後測問卷結果比較發現，受試者的分數提升，可以推斷在閱讀能力方面是有產生正向的變化。
Literature circles (LCs) have long been promoted as a beneficial way to create meaningful and autonomous learning among readers. Recent research has also shown the potential of using LCs in fostering students’ critical thinking ability. The present study aimed to look at the effects of implementing an online LC group on four Taiwanese high school students. They interacted with each other through posting asynchronous text messages on the Google Classroom platform for ten weeks. The study examined these participants’ learning experience in three aspects: their development of critical thinking ability, self-evaluated English reading skills, and attitudes towards learning English.
The data of this case study were collected from multiple sources including discussion questions collected from the online platform, the pre- and post- surveys on English reading skills, the feedback survey, and group interview. The results of the study showed that overall the participants provided positive feedback toward the online LC learning experience. The participants were also found to produce an increasingly higher proportion of higher-order questions in the online LC discussion, indicating their development of critical thinking ability. Furthermore, a positive change in scores was also reported from the participants’ pre- and post- surveys, indicating an improvement in their self-evaluated English reading skills.
參考文獻 Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001). A taxonomy for learning,
teaching, and assessing: A revision of Bloom’s taxonomy of educational
objectives. New York: Longman.
Anderson, N. J. (1999). Exploring second language reading: Issues and strategies. Boston, MA: Heinle & Heinle Publishers.
Au, Kathryn H & Raphael, Taffy E. (2005). QAR: Enhancing comprehension and test taking across grades and content areas. The Reading Teacher, 59(3) 206-221.
Beach, R., & Lundell, D. (1998). Early adolescents’ use of computer-mediated
communication in writing and reading. In D. R. Reinking, M. C. McKenna, L. D.
Labbo, & R.D. Kieffer (Eds.), Handbook of literacy and technology:
Transformation in a post-typographic world (pp. 93-112). Mahwah, NJ:Erlbaum.
Beeghly, D.G. (2005). It’s about time: Using electronic literature discussion groups with adult learners. Journal of Adolescent & Adult Literacy 49(1), 12-21.
Berlyne, D. E. (1965). Structure and direction in thinking. New York: McGraw-Hill.
Bloom, B.S. (Ed.), Engelhart, M.D., Furst, E.J., Hill, W.H., & Krathwohl, D.R. (1956). Taxonomy of educational objectives: The classification of educational
goals. Handbook 1: Cognitive domain. New York: David McKay.
Bowers-Campbell, J. (2011). Take it out of class: Exploring virtual literature circles. Journal of Adolescent & Adult Literacy, 54(8), 557-567.
Chen, C. (2016). Implementing Literature Circles to Enhance Taiwanese English
Majors’ Reading Comprehension and Motivation. Unpublished master’s thesis,
National Pingtung University, Taiwan.
Chen, I.-C. J. (2020). Integrating Literature Circles To Facilitate Reading Comprehension On Facebook Groups: Questioning And Learning Perceptions. Taiwan Journal of TESOL, 17(2), 119-146.
Chen, W., & Ho, M. (2018). An alternative to reading instruction: Implementing literature circles in a college-level EFL classroom. The Elementary Education Journal, 65(2), 53-81.
Clarke, L.W., & Holwadel, J. (2007). “Help! What is wrong with these literature circles and how can we fix them?” The Reading Teacher, 61(1), 20-29.
Cohen, A. D. (2010). “Focus on the language learner: styles, strategies and motivation” in N. Schmitt (ed.).
Condry, J., & Chambers, J. (2015). Intrinsic motivation and the process of learning. In The hidden costs of reward (pp. 61-84). Psychology Press.
Daniels, H. (1994). Literature circles: Voice and choice in the student-centered classroom. Portland, ME: Stenhouse Publishers.
Daniels, H. (2002). Literature circles: Voice and choice in book clubs & reading groups (2nd ed.). York, ME: Stenhouse.
Dewey, J. (1990). How we think. Lexington. MA: PC Health & Co.
Ennis, R. H. (1987). A taxonomy of critical thinking dispositions and abilities. In J. Baron & R. Sternberg (Eds.), Teaching thinking skills: Theory and practice (pp. 9-26). New York: W. H. Freeman.
Ennis, R. H. (1991). Critical thinking: A streamlined conception. Teaching Philosophy, 14(1), 5-25.
Ennis, R. H. (1993). Critical thinking assessment. Theory Into Practice, 32(3), 179-186.
Facione, P. A. (2000). The disposition toward critical thinking: Its character. Measurement, and Relationship to Critical Thinking Skill. Informal Logic,20(1),61-84.
Frey, J. H., & Fontana, A. (1991). The group interview in Social Research. The Social Science Journal, 28(2), 175-187.
Gerring, J. (2006). Case study research: Principles and practices. Cambridge University Press.
Holt, J., Bell, B.H. (2000). Good books, good talk, good readers. Primary Voices K-6, 9(1), 3-7.
Huang, H.-yi. (2008). Implementing Literature Circle in an EFL Reading Class at a Technological University. Unpublished master’s thesis, National Kaohsiung University of Science and Technology, Taiwan.
Kagan, J. (1972). Motives and development. Journal of Personality and Social Psychology, 22, 51-66.
Krathwohl, D. R. (2002). A revision of bloom’s taxonomy: An overview. Theory Into Practice, 41(4), 212-218.
Lin, Y.-Y. (2013). Using Literature Circles to Develop Critical Thinking Skills in a
Senior High EFL Classroom in Taiwan. Unpublished master’s thesis, National
Chengchi University, Taiwan.
Lowry, L., & Brown, B. (2004). Number the stars. Random House/Listening Library.
Marsick, V. J., & Watkins, K. E. (2001). Informal and incidental learning. New
directions for adult and continuing education, 2001(89), 25-34.
Nickerson, R. S. (1987). Teaching thinking skills: Theory and practice. In Why teach thinking (pp. 27-38). essay, New York: Freeman.
Nurhadi, K. (2017). Developing Students’ Reading Comprehension By Using Literature Circle. Wiralodra English Journal, 1(1), 27-36.
Salam, U. (2020). The students’ use of google classroom in learning English. JPI (Jurnal Pendidikan Indonesia), 9(4), 628.
Seddon, G. M. (1978). The properties of Bloom’s taxonomy of educational objectives for the cognitive domain. Review of educational research, 48(2), 303-323.
Scriven, M. & Paul, R. (2008a) Our Concept of Critical Thinking, Foundation for Critical Thinking.
Shelton-Strong, S. J. (2011). Literature circles in elt. ELT Journal, 66(2), 214-223.
Shen, F.-Y. (2013). Using group discussion with Taiwan’s EFL college students: A comparison of comprehension instruction for book club, literature circles, and instructional conversations. English Language Teaching, 6(12), 58-78.
Spada, N. and P. Lightbown. (2010). ‘Second language acquisition’ in N. Schmitt (ed.). Harlow: Longman.
Stein, D., & Beed, P.L. (2004). Bridging the gap between fiction and nonfiction in the literature circle setting. The Reading Teacher, 57(6), 510-518.
Sternbery, R. J., Roediger, H. L., & Halpern, D. F. (2007). Critical thinking in psychology. Cambridge and New York: Cambridge University Press.
Stewart, P. (2009). Facebook and virtual literature circle partnership in building a community of readers. In Knowledge quest: journal of the American Association of School Librarians (4th ed., Vol. 37, pp. 28-33). essay, American Library Association.
Sulissusiawan, A., & Salam, U. (2017). Students’ Use of Online Resources to Enhance Learning Endeavors. International Journal of Virtual and Personal Learning Environments (IJVPLE), 7(2), 44-53.
Tao, L., & Reinking, D. (2000). Issues in technology: E-mail and literacy education. Reading and Writing Quarterly, 16(2), 169-174
Tosuncuoglu, I. (2018). Place of Critical Thinking in EFL. International Journal of Higher Education, 7(4), 26.
Wang, P.-W. (2019). Applying Literature Circles in Enhancing Taiwanese Junior High School Students’ English Reading Comprehension. Unpublished master’s thesis, National Pingtung University, Taiwan.
Wolsey, T.D. (2004). Literature discussion in cyberspace: Young adolescents using threaded discussion groups to talk about books. Reading Online, 7(4).
描述 碩士
國立政治大學
英語教學碩士在職專班
108951003
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0108951003
資料類型 thesis
dc.contributor.advisor 許麗媛zh_TW
dc.contributor.advisor Hsu, Li-Yuanen_US
dc.contributor.author (Authors) 陳柔含zh_TW
dc.contributor.author (Authors) Chen, Jou-Hanen_US
dc.creator (作者) 陳柔含zh_TW
dc.creator (作者) Chen, Jou-Hanen_US
dc.date (日期) 2022en_US
dc.date.accessioned 2-Dec-2022 15:25:15 (UTC+8)-
dc.date.available 2-Dec-2022 15:25:15 (UTC+8)-
dc.date.issued (上傳時間) 2-Dec-2022 15:25:15 (UTC+8)-
dc.identifier (Other Identifiers) G0108951003en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/142674-
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) 108951003zh_TW
dc.description.abstract (摘要) 文學小圈圈向來被譽為是幫助自主學習，和創造有意義學習的方式，近幾年也有研究指出，文學小圈圈的運用可以幫助學習者的批判性思考。本研究觀察四位臺灣高中生運用線上的方式，在Google Classroom平台進行十週非同步的文學圈文字討論。本研究目的欲透過線上文學圈，著重研究三個方面：批判思考能力、閱讀能力自我評估、對於線上文學圈的看法。
本研究資料分析來源主要有：受試者在平台上發表的討論問題，閱讀技巧的前後測問卷，文學圈的回饋問卷，以及小組訪談。經過本次的研究，受試者對於線上文學圈都有正面的看法，在受試者的問題討論中，隨著文學圈的進行，受試者得以提出較多符合布魯姆教學目標的高層次問題，因此可以得知批判性思考的提升。再者，從前後測問卷結果比較發現，受試者的分數提升，可以推斷在閱讀能力方面是有產生正向的變化。		zh_TW
dc.description.abstract (摘要) Literature circles (LCs) have long been promoted as a beneficial way to create meaningful and autonomous learning among readers. Recent research has also shown the potential of using LCs in fostering students’ critical thinking ability. The present study aimed to look at the effects of implementing an online LC group on four Taiwanese high school students. They interacted with each other through posting asynchronous text messages on the Google Classroom platform for ten weeks. The study examined these participants’ learning experience in three aspects: their development of critical thinking ability, self-evaluated English reading skills, and attitudes towards learning English.
The data of this case study were collected from multiple sources including discussion questions collected from the online platform, the pre- and post- surveys on English reading skills, the feedback survey, and group interview. The results of the study showed that overall the participants provided positive feedback toward the online LC learning experience. The participants were also found to produce an increasingly higher proportion of higher-order questions in the online LC discussion, indicating their development of critical thinking ability. Furthermore, a positive change in scores was also reported from the participants’ pre- and post- surveys, indicating an improvement in their self-evaluated English reading skills.		en_US
dc.description.tableofcontents Chinese Abstract ………………………………………………………… vii
English Abstract ………………………………………………………… viii

Chapter One: Introduction …………………………………… 1
Background ……………………………………………………… 1
The Purpose of the Study ………………… 3

Chapter Two: Literature Review ……………………… 4
Literature Circles ………………………………… 4
The Concept of Critical Thinking Ability ………………… 7
Higher-Order Thinking Skills and the Revised Bloom’s Taxonomy ……………………………………… 9
Studies on Online Literature Circles ………………………… 14

Chapter Three: Methodology ……………………………………………… 16
Participants ……………………………………………………………… 16
The Roles in the LC Groups ………………………… 18
The Google Classroom ………………………………………… 20
The Reading Material ………………………………………… 22
Four Data Sources ………………………………………………… 23
Procedure of the Study …………………………………… 29
Data Collection ……………………………………………………… 30
Data Analysis …………………………………………………………… 31

Chapter Four: Results ……………………………………………………… 33
Students’ critical thinking ability — An analysis of students’ questions posted online …………………………… 33
Students’ Self-Rated Reading Skills … 36
Learning Achievements in the Core Competencies of the Curriculum Guidelines of 12-Year Basic Education ……… 36
Motivation …………………………………………………………………… 38
Students’ attitudes and perceptions toward the online literature circle approach — An analysis of the semi-structured group interview on the students …… 39

Chapter Five: Discussion & Conclusion ………………… 48
The Development of Participants’ Critical Thinking Ability 48
The Participants’ Self-Rated English Learning Performance and Reading Skills …………………………………… 50
The Implementation of the Online Literature Circle 52
Conclusion …………………………………………………………………… 54

References ………………………………………………………………………………………… 56
Appendixes ………………………………………………………………………………………… 56
Appendix A: The English Learning Performance Survey – Reading Skills ………………………………………………………………………… 61
Appendix B: Literature Circle Interview Questions 68		zh_TW
dc.format.extent 1114103 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0108951003en_US
dc.subject (關鍵詞) 文學小圈圈zh_TW
dc.subject (關鍵詞) 線上學習zh_TW
dc.subject (關鍵詞) 批判性思考zh_TW
dc.subject (關鍵詞) Critical thinkingen_US
dc.subject (關鍵詞) Literature circleen_US
dc.title (題名) 透過線上文學圈來培養高中生的批判思考能力及英語閱讀技巧：四位台灣高中生之個案研究zh_TW
dc.title (題名) Cultivating Critical Thinking Ability and English Reading Skills Through Online Literature Circles: A Case Study on Four Taiwanese High School Studentsen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001). A taxonomy for learning,
teaching, and assessing: A revision of Bloom’s taxonomy of educational
objectives. New York: Longman.
Anderson, N. J. (1999). Exploring second language reading: Issues and strategies. Boston, MA: Heinle & Heinle Publishers.
Au, Kathryn H & Raphael, Taffy E. (2005). QAR: Enhancing comprehension and test taking across grades and content areas. The Reading Teacher, 59(3) 206-221.
Beach, R., & Lundell, D. (1998). Early adolescents’ use of computer-mediated
communication in writing and reading. In D. R. Reinking, M. C. McKenna, L. D.
Labbo, & R.D. Kieffer (Eds.), Handbook of literacy and technology:
Transformation in a post-typographic world (pp. 93-112). Mahwah, NJ:Erlbaum.
Beeghly, D.G. (2005). It’s about time: Using electronic literature discussion groups with adult learners. Journal of Adolescent & Adult Literacy 49(1), 12-21.
Berlyne, D. E. (1965). Structure and direction in thinking. New York: McGraw-Hill.
Bloom, B.S. (Ed.), Engelhart, M.D., Furst, E.J., Hill, W.H., & Krathwohl, D.R. (1956). Taxonomy of educational objectives: The classification of educational
goals. Handbook 1: Cognitive domain. New York: David McKay.
Bowers-Campbell, J. (2011). Take it out of class: Exploring virtual literature circles. Journal of Adolescent & Adult Literacy, 54(8), 557-567.
Chen, C. (2016). Implementing Literature Circles to Enhance Taiwanese English
Majors’ Reading Comprehension and Motivation. Unpublished master’s thesis,
National Pingtung University, Taiwan.
Chen, I.-C. J. (2020). Integrating Literature Circles To Facilitate Reading Comprehension On Facebook Groups: Questioning And Learning Perceptions. Taiwan Journal of TESOL, 17(2), 119-146.
Chen, W., & Ho, M. (2018). An alternative to reading instruction: Implementing literature circles in a college-level EFL classroom. The Elementary Education Journal, 65(2), 53-81.
Clarke, L.W., & Holwadel, J. (2007). “Help! What is wrong with these literature circles and how can we fix them?” The Reading Teacher, 61(1), 20-29.
Cohen, A. D. (2010). “Focus on the language learner: styles, strategies and motivation” in N. Schmitt (ed.).
Condry, J., & Chambers, J. (2015). Intrinsic motivation and the process of learning. In The hidden costs of reward (pp. 61-84). Psychology Press.
Daniels, H. (1994). Literature circles: Voice and choice in the student-centered classroom. Portland, ME: Stenhouse Publishers.
Daniels, H. (2002). Literature circles: Voice and choice in book clubs & reading groups (2nd ed.). York, ME: Stenhouse.
Dewey, J. (1990). How we think. Lexington. MA: PC Health & Co.
Ennis, R. H. (1987). A taxonomy of critical thinking dispositions and abilities. In J. Baron & R. Sternberg (Eds.), Teaching thinking skills: Theory and practice (pp. 9-26). New York: W. H. Freeman.
Ennis, R. H. (1991). Critical thinking: A streamlined conception. Teaching Philosophy, 14(1), 5-25.
Ennis, R. H. (1993). Critical thinking assessment. Theory Into Practice, 32(3), 179-186.
Facione, P. A. (2000). The disposition toward critical thinking: Its character. Measurement, and Relationship to Critical Thinking Skill. Informal Logic,20(1),61-84.
Frey, J. H., & Fontana, A. (1991). The group interview in Social Research. The Social Science Journal, 28(2), 175-187.
Gerring, J. (2006). Case study research: Principles and practices. Cambridge University Press.
Holt, J., Bell, B.H. (2000). Good books, good talk, good readers. Primary Voices K-6, 9(1), 3-7.
Huang, H.-yi. (2008). Implementing Literature Circle in an EFL Reading Class at a Technological University. Unpublished master’s thesis, National Kaohsiung University of Science and Technology, Taiwan.
Kagan, J. (1972). Motives and development. Journal of Personality and Social Psychology, 22, 51-66.
Krathwohl, D. R. (2002). A revision of bloom’s taxonomy: An overview. Theory Into Practice, 41(4), 212-218.
Lin, Y.-Y. (2013). Using Literature Circles to Develop Critical Thinking Skills in a
Senior High EFL Classroom in Taiwan. Unpublished master’s thesis, National
Chengchi University, Taiwan.
Lowry, L., & Brown, B. (2004). Number the stars. Random House/Listening Library.
Marsick, V. J., & Watkins, K. E. (2001). Informal and incidental learning. New
directions for adult and continuing education, 2001(89), 25-34.
Nickerson, R. S. (1987). Teaching thinking skills: Theory and practice. In Why teach thinking (pp. 27-38). essay, New York: Freeman.
Nurhadi, K. (2017). Developing Students’ Reading Comprehension By Using Literature Circle. Wiralodra English Journal, 1(1), 27-36.
Salam, U. (2020). The students’ use of google classroom in learning English. JPI (Jurnal Pendidikan Indonesia), 9(4), 628.
Seddon, G. M. (1978). The properties of Bloom’s taxonomy of educational objectives for the cognitive domain. Review of educational research, 48(2), 303-323.
Scriven, M. & Paul, R. (2008a) Our Concept of Critical Thinking, Foundation for Critical Thinking.
Shelton-Strong, S. J. (2011). Literature circles in elt. ELT Journal, 66(2), 214-223.
Shen, F.-Y. (2013). Using group discussion with Taiwan’s EFL college students: A comparison of comprehension instruction for book club, literature circles, and instructional conversations. English Language Teaching, 6(12), 58-78.
Spada, N. and P. Lightbown. (2010). ‘Second language acquisition’ in N. Schmitt (ed.). Harlow: Longman.
Stein, D., & Beed, P.L. (2004). Bridging the gap between fiction and nonfiction in the literature circle setting. The Reading Teacher, 57(6), 510-518.
Sternbery, R. J., Roediger, H. L., & Halpern, D. F. (2007). Critical thinking in psychology. Cambridge and New York: Cambridge University Press.
Stewart, P. (2009). Facebook and virtual literature circle partnership in building a community of readers. In Knowledge quest: journal of the American Association of School Librarians (4th ed., Vol. 37, pp. 28-33). essay, American Library Association.
Sulissusiawan, A., & Salam, U. (2017). Students’ Use of Online Resources to Enhance Learning Endeavors. International Journal of Virtual and Personal Learning Environments (IJVPLE), 7(2), 44-53.
Tao, L., & Reinking, D. (2000). Issues in technology: E-mail and literacy education. Reading and Writing Quarterly, 16(2), 169-174
Tosuncuoglu, I. (2018). Place of Critical Thinking in EFL. International Journal of Higher Education, 7(4), 26.
Wang, P.-W. (2019). Applying Literature Circles in Enhancing Taiwanese Junior High School Students’ English Reading Comprehension. Unpublished master’s thesis, National Pingtung University, Taiwan.
Wolsey, T.D. (2004). Literature discussion in cyberspace: Young adolescents using threaded discussion groups to talk about books. Reading Online, 7(4).		zh_TW
dc.identifier.doi (DOI) 10.6814/NCCU202201724en_US