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題名 結構式筆記分享對於英語閱讀理解成效及閱讀焦慮感之影響研究
The Effects of Sharing Note on English Reading Comprehension and Reading Anxiety
作者 簡璐嘉
Chien, Lu-Chia
貢獻者 陳志銘
Chen, Chih-Ming
簡璐嘉
Chien, Lu-Chia
關鍵詞 SOAR 結構化筆記
筆記分享
認知風格
SOAR method
Note sharing
Cognitive styles
日期 2018
上傳時間 1-十月-2018 12:23:43 (UTC+8)
摘要 本研究針對八年級三十九位學生，採用Kiewra (2005) 提出的SOAR結構化筆記，探討結構化筆記分享對於英語閱讀理解及英語閱讀焦慮感的影響。實驗組共十七位學生，待閱讀英語文章後，開始製作筆記，並於閱讀他人筆記後，進行自我筆記的修改。控制組共二十二位學生，待閱讀英語文章後，進行筆記製作而無分享及觀看他人筆記行為。實驗結果:
     1. 結構化筆記分享能提升英語閱讀理解力。
     2. 結構化筆記分享能提升場獨立的學習者的英語閱讀理解力。
     3. 結構化筆記分享能提升低先備知識學習者的英語閱讀理解力。
     4. 結構化筆記分享能降低場獨立的學習者的英語閱讀焦慮感。
     基於上述研究結果，本研究亦針對英語教學者提出相關建議與後續研究的方向。
This study investigated the effects of sharing SOAR method study note, which were proposed by kiewra (2005), on English reading comprehension and English reading anxiety for EFL Grade 8 students. Thirty-nine students participated in SOAR method note making after reading English material online. They were separated into a control group (N=22), which were not allowed to share or read their peers’ note after making their note, and an experimental group (N=17), which were permitted to read their peers’ note and revise their own note after the note-making activity. The results indicate that students in the experimental group who shared the note outperformed those in the control group who did not share their note. Also, students with field-independent cognitive style or with low prior knowledge who shared the note with their peers made more progress than those with field-independent cognitive style or with low prior knowledge who did not share the note with their peers. In addition, students with field-independent cognitive style who shared the note with their peers had lower anxiety than those with field-independent cognitive style who did not share any notes. Limitations and instructional suggestions were also discussed in the final conclusion.
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     Chen, Y. F. (2013).The Effects Different Collaborative Learning Modes on Primary School’ Reading Performance. E-learning Master Program of Library and Information Studies, National Chengchi University, Taipei.
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描述 碩士
國立政治大學
圖書資訊學數位碩士在職專班
99913015
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0099913015
資料類型 thesis
dc.contributor.advisor 陳志銘zh_TW
dc.contributor.advisor Chen, Chih-Mingen_US
dc.contributor.author (作者) 簡璐嘉zh_TW
dc.contributor.author (作者) Chien, Lu-Chiaen_US
dc.creator (作者) 簡璐嘉zh_TW
dc.creator (作者) Chien, Lu-Chiaen_US
dc.date (日期) 2018en_US
dc.date.accessioned 1-十月-2018 12:23:43 (UTC+8)-
dc.date.available 1-十月-2018 12:23:43 (UTC+8)-
dc.date.issued (上傳時間) 1-十月-2018 12:23:43 (UTC+8)-
dc.identifier (其他 識別碼) G0099913015en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/120338-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 圖書資訊學數位碩士在職專班zh_TW
dc.description (描述) 99913015zh_TW
dc.description.abstract (摘要) 本研究針對八年級三十九位學生，採用Kiewra (2005) 提出的SOAR結構化筆記，探討結構化筆記分享對於英語閱讀理解及英語閱讀焦慮感的影響。實驗組共十七位學生，待閱讀英語文章後，開始製作筆記，並於閱讀他人筆記後，進行自我筆記的修改。控制組共二十二位學生，待閱讀英語文章後，進行筆記製作而無分享及觀看他人筆記行為。實驗結果:
     1. 結構化筆記分享能提升英語閱讀理解力。
     2. 結構化筆記分享能提升場獨立的學習者的英語閱讀理解力。
     3. 結構化筆記分享能提升低先備知識學習者的英語閱讀理解力。
     4. 結構化筆記分享能降低場獨立的學習者的英語閱讀焦慮感。
     基於上述研究結果，本研究亦針對英語教學者提出相關建議與後續研究的方向。		zh_TW
dc.description.abstract (摘要) This study investigated the effects of sharing SOAR method study note, which were proposed by kiewra (2005), on English reading comprehension and English reading anxiety for EFL Grade 8 students. Thirty-nine students participated in SOAR method note making after reading English material online. They were separated into a control group (N=22), which were not allowed to share or read their peers’ note after making their note, and an experimental group (N=17), which were permitted to read their peers’ note and revise their own note after the note-making activity. The results indicate that students in the experimental group who shared the note outperformed those in the control group who did not share their note. Also, students with field-independent cognitive style or with low prior knowledge who shared the note with their peers made more progress than those with field-independent cognitive style or with low prior knowledge who did not share the note with their peers. In addition, students with field-independent cognitive style who shared the note with their peers had lower anxiety than those with field-independent cognitive style who did not share any notes. Limitations and instructional suggestions were also discussed in the final conclusion.en_US
dc.description.tableofcontents CHAPTER 1. INTRODUCTION 1
     1.1 Research background and motivation 1
     1.2 Purpose of the study 5
     1.3 Research questions 5
     1.4 Limitations of the study 6
     1.5 Definition of terms 7
     CHAPTER 2. LITERATURE REVIEW 10
     2.1 Note sharing 10
     2.2 Note taking and SOAR 12
     2.3 Cognitive styles and English reading comprehension 15
     2.4 Foreign language anxiety 17
     CHAPTER 3. METHODOLOGY 19
     3.1 Research architecture 19
     3.2 Research Participants 21
     3.3 Research design 22
     3.4 Experimental procedure 22
     3.5 Research instruments 26
     3.6 Data analysis 38
     CHAPTER 4. EXPERIMENTAL RESULTS 41
     4.1 Participants background 41
     4.2 Analysis of differences in English reading comprehension performance and reading anxiety between both groups 43
     4.3 Analysis of differences in English reading comprehension performance and reading anxiety between the learners with field dependent and field independent cognitive styles in both groups 47
     4.4 Analysis of significant differences in English reading comprehension performance and reading anxiety between the high prior knowledge and the low prior knowledge groups of both groups 52
     4.5 Interview data analysis 57
     4.6 Discussion 66
     CHAPTER 5. CONCLUSIONS AND FUTURE WORKS 73
     5.1 Conclusion of the study 73
     5.2 Limitations and future work 74
     5.3 Instructional implications 75
     REFERENCES 78
     APPENDIX A. GROUP EMBEDDED FIGURE TEST (GEFT) 84
     APPENDIX B. FOREIGN LANGUAGE READING ANXIETY SCALE (FLRAS) 91
     APPENDIX C. READING COMPREHENSION TEST (PRE- AND POST- TEST) 93
     APPENDIX D. READING MATERIAL 99
     APPENDIX E. SOAR METHOD NOTES 103
     APPENDIX F. THE QUESTIONS OF THE INTERVIEW 108		zh_TW
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0099913015en_US
dc.subject (關鍵詞) SOAR 結構化筆記zh_TW
dc.subject (關鍵詞) 筆記分享zh_TW
dc.subject (關鍵詞) 認知風格zh_TW
dc.subject (關鍵詞) SOAR methoden_US
dc.subject (關鍵詞) Note sharingen_US
dc.subject (關鍵詞) Cognitive stylesen_US
dc.title (題名) 結構式筆記分享對於英語閱讀理解成效及閱讀焦慮感之影響研究zh_TW
dc.title (題名) The Effects of Sharing Note on English Reading Comprehension and Reading Anxietyen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Abraham, R. (1985). Field independence-dependence and the teaching of grammar. TESOL Quarterly, 20, 689-702.
     Ackerman, R. & Goldsmith, M. (2011). Metacognitive regulation of text learning: on screen versus on paper. Journal of Experimental Psychology: Applied, 17, 18-32.
     Anderson, L.W., and D. Krathwohl (Eds.) (2001). A Taxonomy for Learning, Teaching and Assessing: a Revision of Bloom`s Taxonomy of Educational Objectives. Longman, New York.
     Asterhan, C. S., & Bouton, E. (2017). Teenage peer-to-peer knowledge sharing through social network sites in secondary schools. Computers & Education, 10, 16-34.
     Ausburn, L. J., & Ausburn, F. B. (1978). Cognitive styles: Some information and implications for instructional design. Educational Communication and Technology, 26, 337-354.
     Baker, W. (2004). Learning strategies in reading and writing: EAP contexts. RELC Journal, 35(3), 299-328.
     Batista, G. (2005). Teaching units to lower language anxiety for 8th and 9th grade ESL students in Puerto Rico. Unpublished master thesis, University of Puerto Rico Mayaguez Campus.
     Bauer, A., & Koedinger, K. (2006). Pasting and encoding: Note-taking in online course. In Proceedings of Advanced Learning Technologies, 2006. Sixth International Conference on (pp. 789-793)
     Brown, H. D. (2000). Principles of language learning and teaching (4th ed.). Addison Wesley Longman, Inc.
     Bruning, R., Schraw, G. J., Norby, M., & Ronning, R. R. (2004). Cognitive psychology and instruction (4th ed.). Upper Saddle River, NJ: Prentice Hall.
     Carell, Patricia L., Pharis, B. G., & Liberto, J. C. (1989). Metacognitive straegy training for ESL reading. TESOL Quarterly, 23 (4), 647-678.
     Chen, Y. C. (2017). A Study on the Effects of Collaborative Reading Annotation System with SOAR Note Function on Reading Comprehension Performance. E-learning Master Program of Library and Information Studies, National Chengchi University, Taipei.
     Chen, Y. F. (2013).The Effects Different Collaborative Learning Modes on Primary School’ Reading Performance. E-learning Master Program of Library and Information Studies, National Chengchi University, Taipei.
     Chen, Y. T. (2011). A Study on Developing Knowledge Extraction Mechanisms from Cooperative Reading Annotation. Graduate Institute of Library, Information and Archival Studies. National Chengchi University, Taipei.
     Davis, J. K. (1991). Education implications of field-dependenceindependence. In Wapner, S. & Demick, J. Field dependenceindependence:Cognitive style across the life span (pp. 149-175). Hillsdale, NJ, US : Lawrence Erlbaum Associates, Inc.
     Devine, J. (1988). A case study of two models of reading and reading performance. In Carrell et al. (Eds.), Interactive approaches to second language reading (pp. 127–139). Cambridge: Cambridge University Press.
     Di Vesta, F. J., & Gray, G. S. (1972). Listening and Note taking. Journal of Educational Psychology, 63 (1), 8-14.
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dc.identifier.doi (DOI) 10.6814/THE.NCCU.ELIS.014.2018.A01en_US