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題名 運用電子書廣泛閱讀於國中英語補救教學：以新北市一所國中為例
Using e-book extensive reading as a remedial program: A case study of a junior high school in New Taipei City
作者 凃惠文
Tu, Huei Wun
貢獻者 張郇慧
Chang, Hsun Huei
凃惠文
Tu, Huei Wun
關鍵詞 電子書
廣泛閱讀
認字
閱讀理解
閱讀態度
補救教學
E-books
Extensive reading
Word recognition
Reading comprehension
Reading attitude
Remedial instruction
日期 2017
上傳時間 11-Jul-2017 12:19:26 (UTC+8)
摘要 本論文主旨在探討以廣泛閱讀方式將電子書運用於國中英語補救教學的課程，對於英語補救教學學生在辨認字義、閱讀理解與英語閱讀態度的影響。文中亦探討學生在實行課程當中所面臨的困難與挑戰，以及對此課程之看法。本研究以六位來自新北市八年級英語補救教學學生為研究對象，每週上課一次為期26週，課程分兩階段進行。第一階段為上學期16週，採學生個人閱讀方式；第二階段則為下學期10週，加入同儕閱讀夥伴方式閱讀。兩階段課程之前後，分別以英語測驗作為前後測。而在本研究開始前及結束後，均對學生進行閱讀態度的量測，使用工具為Yamashita (2013)的第二語言閱讀態度量表。在全部課程結束後，所有學生須填寫關於本課程的問卷。
研究結果顯示在第二階段加入閱讀夥伴後，學生在辨認字義上有顯著進步。在閱讀理解方面則成效不明顯。而且，此課程對於補救教學學生在英語閱讀態度有正面影響。根據研究結果，本研究建議國中英語教師可妥善安排閱讀夥伴，以電子書廣泛閱 讀方式融入補救教學來提升學生的認字能力與英語學習態度。此外，本研究亦提供教師教學現場以及未來研究方向之建議。
This study aims to investigate how e-book extensive reading as a remedial program (EERRP) affects English remedial learners’ word recognition, reading comprehension, and reading attitudes towards English. It also attempts to explore the difficulties and challenges met by the remedial students and their responses to the EERRP. Six eighth-grade remedial students at a junior high school in New Taipei City were participants in this study. The 26-week program was divided into two stages with one class period every week. Stage 1 included individual reading for the first 16 weeks and Stage 2 included pair reading with reading partners for the remaining 10 weeks. The Test of English Word Recognition and Reading Comprehension was administered to the remedial students as pre-test and post-test in both stages. The degree of changes in reading attitude was assessed by using the reading attitude scale (Yamashita, 2013) before and after the EERRP. At the end of the program, a post-study questionnaire was administered to each of the participants.
The results showed that there was a significant difference in word recognition skills after the inclusion of reading partners in Stage 2. The effect was not quite as good for reading comprehension. Moreover, it was found that the EERRP had positive effects on the attitudes of the struggling EFL readers towards reading English. Based upon the findings, it is suggested that junior high school English teachers can make good use of reading partners and employ the EERRP to facilitate the word recognition skills and enhance the attitudes towards learning of struggling students. Pedagogical implications and suggestions for future studies are presented as well.
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Arnold, N. (2009). Online extensive reading for advanced foreign language learners: an evaluation study. Foreign Language Annals, 42(2), 340-366.
Asraf, R. M., & Ahmad, I. S. (2003). Promoting English language development and the reading habit among students in rural schools through the guided extensive reading program. Reading in a Foreign Language, 15, 83–102.
Baumann, J. F. (2009). Vocabulary and reading comprehension: The nexus of meaning. In S. E. Israel & G. G. Duffy (Eds.), Handbook of research on reading comprehension (pp. 323-346). New York, NY: Routledge.
Bell, T. (2001). Extensive reading: Speed and comprehension. The Reading Matrix, 1(1), 1–13.
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Cavanaugh, T. (2002). eBooks and accommodations. Teaching Exceptional Children, 35(2), 56.
Cheng, C., F. (2011). Effects of an e-book English literature circle project on English performance (Unpublished master’s thesis). National Kaohsiung Normal University, Taiwan.
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描述 碩士
國立政治大學
英語教學碩士在職專班
102951016
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0102951016
資料類型 thesis
dc.contributor.advisor 張郇慧zh_TW
dc.contributor.advisor Chang, Hsun Hueien_US
dc.contributor.author (Authors) 凃惠文zh_TW
dc.contributor.author (Authors) Tu, Huei Wunen_US
dc.creator (作者) 凃惠文zh_TW
dc.creator (作者) Tu, Huei Wunen_US
dc.date (日期) 2017en_US
dc.date.accessioned 11-Jul-2017 12:19:26 (UTC+8)-
dc.date.available 11-Jul-2017 12:19:26 (UTC+8)-
dc.date.issued (上傳時間) 11-Jul-2017 12:19:26 (UTC+8)-
dc.identifier (Other Identifiers) G0102951016en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/110874-
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) 102951016zh_TW
dc.description.abstract (摘要) 本論文主旨在探討以廣泛閱讀方式將電子書運用於國中英語補救教學的課程，對於英語補救教學學生在辨認字義、閱讀理解與英語閱讀態度的影響。文中亦探討學生在實行課程當中所面臨的困難與挑戰，以及對此課程之看法。本研究以六位來自新北市八年級英語補救教學學生為研究對象，每週上課一次為期26週，課程分兩階段進行。第一階段為上學期16週，採學生個人閱讀方式；第二階段則為下學期10週，加入同儕閱讀夥伴方式閱讀。兩階段課程之前後，分別以英語測驗作為前後測。而在本研究開始前及結束後，均對學生進行閱讀態度的量測，使用工具為Yamashita (2013)的第二語言閱讀態度量表。在全部課程結束後，所有學生須填寫關於本課程的問卷。
研究結果顯示在第二階段加入閱讀夥伴後，學生在辨認字義上有顯著進步。在閱讀理解方面則成效不明顯。而且，此課程對於補救教學學生在英語閱讀態度有正面影響。根據研究結果，本研究建議國中英語教師可妥善安排閱讀夥伴，以電子書廣泛閱 讀方式融入補救教學來提升學生的認字能力與英語學習態度。此外，本研究亦提供教師教學現場以及未來研究方向之建議。		zh_TW
dc.description.abstract (摘要) This study aims to investigate how e-book extensive reading as a remedial program (EERRP) affects English remedial learners’ word recognition, reading comprehension, and reading attitudes towards English. It also attempts to explore the difficulties and challenges met by the remedial students and their responses to the EERRP. Six eighth-grade remedial students at a junior high school in New Taipei City were participants in this study. The 26-week program was divided into two stages with one class period every week. Stage 1 included individual reading for the first 16 weeks and Stage 2 included pair reading with reading partners for the remaining 10 weeks. The Test of English Word Recognition and Reading Comprehension was administered to the remedial students as pre-test and post-test in both stages. The degree of changes in reading attitude was assessed by using the reading attitude scale (Yamashita, 2013) before and after the EERRP. At the end of the program, a post-study questionnaire was administered to each of the participants.
The results showed that there was a significant difference in word recognition skills after the inclusion of reading partners in Stage 2. The effect was not quite as good for reading comprehension. Moreover, it was found that the EERRP had positive effects on the attitudes of the struggling EFL readers towards reading English. Based upon the findings, it is suggested that junior high school English teachers can make good use of reading partners and employ the EERRP to facilitate the word recognition skills and enhance the attitudes towards learning of struggling students. Pedagogical implications and suggestions for future studies are presented as well.		en_US
dc.description.tableofcontents Acknowledgements iii
Table of Contents iv
List of Tables vii
List of Figures viii
Chinese Abstract ix
English Abstract xi
Chapter One: Introduction 1
Background and Motivation 1
Purpose of the Study 3
Research Questions 3
Chapter Two: Literature Review 5
Extensive Reading 5
Definitions 5
Characteristics 6
Empirical Studies of Extensive Reading 8
Vocabulary Learning 9
Reading Comprehension 10
Attitudes to Reading 10
E-Books and Language Learning 11
Enhancing Vocabulary Learning 12
Promoting Reading Comprehension 13
Motivating Students to Read 13
Summary of the Literature Review 14
Chapter Three: Methodology 17
Context and Participants 17
E-book Extensive Reading as a Remedial Program (EERRP) 18
Reading Materials 18
Classroom Activities 19
Instruments 22
Book Reports 23
The Test of English Word Recognition and Reading Comprehension 23
Reading Attitude Questionnaire 25
The Post-study Questionnaire on Student Responses to the EERRP 26
Procedures 26
Data Analysis 28
Quantitative Analysis 29
Qualitative Analysis 29
Chapter Four: Results and Discussion 31
Results of the Book Report 31
Reading Tests Constructed by the Researcher 34
The Effects of E-book Extensive Reading on the Students` English Word Recognition 34
The Effects of E-book Extensive Reading on the Students` English Reading Comprehension 37
Reading Attitude Questionnaire 40
Post-study Questionnaire on the Students` Responses to E-book Extensive Reading 47
The Students` Perspective in Reading English E-books 47
The Perspectives of the Students on E-book Extensive Reading 49
The Benefits to Students, Difficulties, and Suggestions for the EERRP 52
Chapter Five: Conclusion 63
Summary of Findings 63
Pedagogical Implications 65
Incorporating Free Online E-books in Class 65
Enhancing Struggling EFL Readers’ Motivation to Read English 66
Developing Reading Partnerships 66
Carrying Out Remedial Programs As Soon As Possible 67
Limitations of the Present Study 67
Suggestions 68
Suggestions to English Teachers 69
Suggestions to the School Administration 70
Suggestions for Future Studies 70
Conclusion 71
References 73
Appendixes 82		zh_TW
dc.format.extent 8202805 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0102951016en_US
dc.subject (關鍵詞) 電子書zh_TW
dc.subject (關鍵詞) 廣泛閱讀zh_TW
dc.subject (關鍵詞) 認字zh_TW
dc.subject (關鍵詞) 閱讀理解zh_TW
dc.subject (關鍵詞) 閱讀態度zh_TW
dc.subject (關鍵詞) 補救教學zh_TW
dc.subject (關鍵詞) E-booksen_US
dc.subject (關鍵詞) Extensive readingen_US
dc.subject (關鍵詞) Word recognitionen_US
dc.subject (關鍵詞) Reading comprehensionen_US
dc.subject (關鍵詞) Reading attitudeen_US
dc.subject (關鍵詞) Remedial instructionen_US
dc.title (題名) 運用電子書廣泛閱讀於國中英語補救教學：以新北市一所國中為例zh_TW
dc.title (題名) Using e-book extensive reading as a remedial program: A case study of a junior high school in New Taipei Cityen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Adam, N. & Wild, M. (1997). Applying CD-ROM interactive storybooks to learning to read. Journal of Computer Assisted Learning, 13, 119-132.
Arnold, N. (2009). Online extensive reading for advanced foreign language learners: an evaluation study. Foreign Language Annals, 42(2), 340-366.
Asraf, R. M., & Ahmad, I. S. (2003). Promoting English language development and the reading habit among students in rural schools through the guided extensive reading program. Reading in a Foreign Language, 15, 83–102.
Baumann, J. F. (2009). Vocabulary and reading comprehension: The nexus of meaning. In S. E. Israel & G. G. Duffy (Eds.), Handbook of research on reading comprehension (pp. 323-346). New York, NY: Routledge.
Bell, T. (2001). Extensive reading: Speed and comprehension. The Reading Matrix, 1(1), 1–13.
Camiciottoli, B. C (2001). Extensive reading in English: Habits and attitudes of a group of Italian university EFL students. Journal of Research in Reading, 24(2), 135-153.
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