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題名 Facilitating English Language Learners` Oral Reading Fluency with Digital Pen Technology 作者 Chen, Chih-Ming ; Tan, Chia-Chen ; Lo, Bey-Jane
陳志銘貢獻者 圖檔所 關鍵詞 oral reading fluency; repeated reading strategy; digital pen technology; interactive paper-based learning; second-language learning 日期 2013.06 上傳時間 6-Mar-2014 16:30:33 (UTC+8) 摘要 Oral reading fluency is an indicator of overall reading competence. Many studies have claimed that repeated reading can promote oral reading fluency. Currently, novel Web- or computer-based reading technologies offer interactive digital materials that promote English oral reading fluency using the repeated reading strategy; however, paper-based English materials in physical classrooms are still used to train students in oral reading fluency because most students are used to learning environments with paper, pen, and face-to-face interaction. With the growth of digital pen technologies, developing an interactive learning environment that combines printed textbooks and a digital pen to support English-language classroom learning has become feasible. Thus, this work presents a digital pen and paper interaction platform (DPPIP) composed of a student-learning tier, course management tier, and teacher tutoring tier, in which digital pen technologies are integrated with printed textbooks and Moodle course management system, to support the repeated reading strategy for promoting English-language oral reading fluency, learning motivation, and learning satisfaction. Meanwhile, this work also examined whether the proposed DPPIP provides different benefits in terms of the promotion of the oral reading fluency to students with field-dependent and field-independent cognitive styles. Based on the non-equivalent control group design in the quasi-experimental research, this work recruited two junior high school classes from Taoyuan County, Taiwan, to participate in an instructional experiment. One class was randomly assigned to the experimental group, which used the DPPIP to perform the repeated reading strategy in order to enhance English-language oral reading fluency. By contrast, the other class was assigned to the control group, which adopted the traditional paired reading method to support the repeated reading strategy to improve English-language oral reading fluency. Analytical results show that applying the proposed DPPIP to support a regular English-language course in classrooms had significantly positive effects in promoting the English-language oral reading fluency, learning motivation, and learning satisfaction of junior high school students. Moreover, this DPPIP simultaneously helped the experimental group students with the field-independent and field-dependent cognitive styles accelerate their oral reading fluency. Importantly, the oral reading fluency of the experimental group students is positively correlated with the frequency which the digital pen was used. 關聯 Interactive Learning Environments,Published online: 22 Jul 2013 資料類型 article DOI http://dx.doi.org/10.1080/10494820.2013.817442 dc.contributor 圖檔所 en_US dc.creator (作者) Chen, Chih-Ming ; Tan, Chia-Chen ; Lo, Bey-Jane en_US dc.creator (作者) 陳志銘 zh_TW dc.date (日期) 2013.06 en_US dc.date.accessioned 6-Mar-2014 16:30:33 (UTC+8) - dc.date.available 6-Mar-2014 16:30:33 (UTC+8) - dc.date.issued (上傳時間) 6-Mar-2014 16:30:33 (UTC+8) - dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/64487 - dc.description.abstract (摘要) Oral reading fluency is an indicator of overall reading competence. Many studies have claimed that repeated reading can promote oral reading fluency. Currently, novel Web- or computer-based reading technologies offer interactive digital materials that promote English oral reading fluency using the repeated reading strategy; however, paper-based English materials in physical classrooms are still used to train students in oral reading fluency because most students are used to learning environments with paper, pen, and face-to-face interaction. With the growth of digital pen technologies, developing an interactive learning environment that combines printed textbooks and a digital pen to support English-language classroom learning has become feasible. Thus, this work presents a digital pen and paper interaction platform (DPPIP) composed of a student-learning tier, course management tier, and teacher tutoring tier, in which digital pen technologies are integrated with printed textbooks and Moodle course management system, to support the repeated reading strategy for promoting English-language oral reading fluency, learning motivation, and learning satisfaction. Meanwhile, this work also examined whether the proposed DPPIP provides different benefits in terms of the promotion of the oral reading fluency to students with field-dependent and field-independent cognitive styles. Based on the non-equivalent control group design in the quasi-experimental research, this work recruited two junior high school classes from Taoyuan County, Taiwan, to participate in an instructional experiment. One class was randomly assigned to the experimental group, which used the DPPIP to perform the repeated reading strategy in order to enhance English-language oral reading fluency. By contrast, the other class was assigned to the control group, which adopted the traditional paired reading method to support the repeated reading strategy to improve English-language oral reading fluency. Analytical results show that applying the proposed DPPIP to support a regular English-language course in classrooms had significantly positive effects in promoting the English-language oral reading fluency, learning motivation, and learning satisfaction of junior high school students. Moreover, this DPPIP simultaneously helped the experimental group students with the field-independent and field-dependent cognitive styles accelerate their oral reading fluency. Importantly, the oral reading fluency of the experimental group students is positively correlated with the frequency which the digital pen was used. en_US dc.format.extent 135 bytes - dc.format.mimetype text/html - dc.language.iso en_US - dc.relation (關聯) Interactive Learning Environments,Published online: 22 Jul 2013 en_US dc.subject (關鍵詞) oral reading fluency; repeated reading strategy; digital pen technology; interactive paper-based learning; second-language learning en_US dc.title (題名) Facilitating English Language Learners` Oral Reading Fluency with Digital Pen Technology en_US dc.type (資料類型) article en dc.identifier.doi (DOI) 10.1080/10494820.2013.817442 en_US dc.doi.uri (DOI) http://dx.doi.org/10.1080/10494820.2013.817442 en_US
