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題名 英語閱讀教學對閱讀理解與情意表現之後設分析
The Effects of Reading Instructions on EFL Learners’ Reading Comprehension, Motivation and Learning Attitudes: A Meta-Analysis作者 劉葳蕤
Liu, Wei-Jui貢獻者 吳政達<br>郭昭佑
Wu, Cheng-Ta<br>Guo, Chao-Yu
劉葳蕤
Liu, Wei-Jui關鍵詞 英語閱讀教學
閱讀理解成效
閱讀動機
閱讀態度
後設分析
reading instructions
reading comprehension strategy
motivation
learners’ attitudes
meta-analysis日期 2022 上傳時間 2-Sep-2022 15:34:03 (UTC+8) 摘要 本研究旨在探究國內外歷年文獻中，英語閱讀教學對閱讀理解成效與情意表現之現況。本研究採用後設分析自2000年至2020年間搜集的42篇文獻，並參考美國國家閱讀審議委員會(NRP)與國外相關後設分析文獻，將英語閱讀教學分為鷹架理論、圖表、提問、互動朗讀、後設認知、交互教學、合作教學及摘要策略等八種教學方法。藉由文獻探討、分析變項，以釐清各個變項之間的關係。研究結果發現，英語閱讀教學對閱讀理解成效有顯著影響，總效果量為 0.9886，屬於高度效果；英語閱讀教學對閱讀的情意表現也有顯著影響，總效果量為1.1371，屬於高度效果。經同質性考驗後發現，效果量之間的變異受到教學方式、介入時間與學習階段等變項的調節作用。教學方式可以調節閱讀理解成效與情意表現，其中以後設認知、提問、交互教和合作教學表現最好；介入時間效果量以中期6-10週調節的效果最好，學習階段則以高中、大學的表現較佳。此後設分析研究證實了，英語閱讀策略教學在提升EFL學習者的閱讀理解成效，相當具有影響力，並進一步建議學校應積極採取英語閱讀策略教學，特別建議後設認知策略教學的使用，並建立英語閱讀教學專業社群，推動英語閱讀教學增能；最後並呼籲研究者在未來的研究中，也應執行延遲後測，以證實英語閱讀教學法是具有持續性效果。
The purpose of this research was to explore the effects of reading instructions on EFL learners’ reading comprehension, motivation and learning attitudes. This study meta-analyzed 43 primary studies from 2000 to 2020, inferring to the report of the National Reading Panel (NRP), and divided the reading instructions into eight major categories, including scaffolding, graphic organizers, interactive read-aloud, leveled questions, metacognitive reading strategies, collaborative learning, reciprocal teaching and summarization.The major findings were summarized below. First, the reading instructions contributed to a high overall effect (d=0.84) on EFL learners` reading comprehension. Second, overall effects on learners’ motivation and attitudes showed a strong effect (d=1.17). Furthermore, test of homogeneity indicated that significant variations in effect size were the reading strategy instructions, the treatment duration and learners’ educational level. In the reading strategy instructions, metacognitive reading strategies, scaffolding, leveled questions, and collaborative learning showed better effects than others. The findings in the treatment duration, demonstrated that the 6-10-week treatments revealed medium to large effects. In the learners’ educational level, high-school learners benefited the most.This meta-analysis confirmed the power of reading strategy instructions in improving EFL learners` reading comprehension and attitudes, and further suggested that reading strategy instructions, especially metacognitive reading strategies, should be integrated into school curricula. 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國立政治大學
教育學系
105152505資料來源 http://thesis.lib.nccu.edu.tw/record/#G0105152505 資料類型 thesis dc.contributor.advisor 吳政達<br>郭昭佑 zh_TW dc.contributor.advisor Wu, Cheng-Ta<br>Guo, Chao-Yu en_US dc.contributor.author (Authors) 劉葳蕤 zh_TW dc.contributor.author (Authors) Liu, Wei-Jui en_US dc.creator (作者) 劉葳蕤 zh_TW dc.creator (作者) Liu, Wei-Jui en_US dc.date (日期) 2022 en_US dc.date.accessioned 2-Sep-2022 15:34:03 (UTC+8) - dc.date.available 2-Sep-2022 15:34:03 (UTC+8) - dc.date.issued (上傳時間) 2-Sep-2022 15:34:03 (UTC+8) - dc.identifier (Other Identifiers) G0105152505 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/141776 - dc.description (描述) 博士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 教育學系 zh_TW dc.description (描述) 105152505 zh_TW dc.description.abstract (摘要) 本研究旨在探究國內外歷年文獻中，英語閱讀教學對閱讀理解成效與情意表現之現況。本研究採用後設分析自2000年至2020年間搜集的42篇文獻，並參考美國國家閱讀審議委員會(NRP)與國外相關後設分析文獻，將英語閱讀教學分為鷹架理論、圖表、提問、互動朗讀、後設認知、交互教學、合作教學及摘要策略等八種教學方法。藉由文獻探討、分析變項，以釐清各個變項之間的關係。研究結果發現，英語閱讀教學對閱讀理解成效有顯著影響，總效果量為 0.9886，屬於高度效果；英語閱讀教學對閱讀的情意表現也有顯著影響，總效果量為1.1371，屬於高度效果。經同質性考驗後發現，效果量之間的變異受到教學方式、介入時間與學習階段等變項的調節作用。教學方式可以調節閱讀理解成效與情意表現，其中以後設認知、提問、交互教和合作教學表現最好；介入時間效果量以中期6-10週調節的效果最好，學習階段則以高中、大學的表現較佳。此後設分析研究證實了，英語閱讀策略教學在提升EFL學習者的閱讀理解成效，相當具有影響力，並進一步建議學校應積極採取英語閱讀策略教學，特別建議後設認知策略教學的使用，並建立英語閱讀教學專業社群，推動英語閱讀教學增能；最後並呼籲研究者在未來的研究中，也應執行延遲後測，以證實英語閱讀教學法是具有持續性效果。 zh_TW dc.description.abstract (摘要) The purpose of this research was to explore the effects of reading instructions on EFL learners’ reading comprehension, motivation and learning attitudes. This study meta-analyzed 43 primary studies from 2000 to 2020, inferring to the report of the National Reading Panel (NRP), and divided the reading instructions into eight major categories, including scaffolding, graphic organizers, interactive read-aloud, leveled questions, metacognitive reading strategies, collaborative learning, reciprocal teaching and summarization.The major findings were summarized below. First, the reading instructions contributed to a high overall effect (d=0.84) on EFL learners` reading comprehension. Second, overall effects on learners’ motivation and attitudes showed a strong effect (d=1.17). Furthermore, test of homogeneity indicated that significant variations in effect size were the reading strategy instructions, the treatment duration and learners’ educational level. In the reading strategy instructions, metacognitive reading strategies, scaffolding, leveled questions, and collaborative learning showed better effects than others. The findings in the treatment duration, demonstrated that the 6-10-week treatments revealed medium to large effects. In the learners’ educational level, high-school learners benefited the most.This meta-analysis confirmed the power of reading strategy instructions in improving EFL learners` reading comprehension and attitudes, and further suggested that reading strategy instructions, especially metacognitive reading strategies, should be integrated into school curricula. Finally, administering delayed post-tests in future studies should be urgently called for and prove the reading strategy instructions retaining the learning effects well. en_US dc.description.tableofcontents 第一章 緒論 1第一節 研究背景與動機 1第二節 研究目的與待答問題 4第三節 重要名詞釋義 5第四節 研究範圍與限制 8第二章 文獻探討 11第一節 閱讀理解理論與相關研究 11第二節 英語閱讀教學與相關研究 18第三節 閱讀情意表現與相關研究 28第四節 後設分析與相關研究 33第三章 研究設計與實施 43第一節 研究架構 43第二節 研究假設 44第三節 研究方法與流程 45第四節 資料來源界定與分析方法 49第四章 研究結果與討論 65第一節 英語閱讀教學對閱讀理解影響之後設分析 65第二節 英語閱讀教學對情意表現影響之後設分析 72第三節 綜合討論 92第五章 結論與建議 99第一節 研究結論 99第二節 研究建議 102參考文獻 105 zh_TW dc.format.extent 4963554 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0105152505 en_US dc.subject (關鍵詞) 英語閱讀教學 zh_TW dc.subject (關鍵詞) 閱讀理解成效 zh_TW dc.subject (關鍵詞) 閱讀動機 zh_TW dc.subject (關鍵詞) 閱讀態度 zh_TW dc.subject (關鍵詞) 後設分析 zh_TW dc.subject (關鍵詞) reading instructions en_US dc.subject (關鍵詞) reading comprehension strategy en_US dc.subject (關鍵詞) motivation en_US dc.subject (關鍵詞) learners’ attitudes en_US dc.subject (關鍵詞) meta-analysis en_US dc.title (題名) 英語閱讀教學對閱讀理解與情意表現之後設分析 zh_TW dc.title (題名) The Effects of Reading Instructions on EFL Learners’ Reading Comprehension, Motivation and Learning Attitudes: A Meta-Analysis en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 中文部份方華璟（2010）。合作學習對國民中學學生英語學習之影響－以臺北縣立大大國中為例［未出版之碩士論文］。國立臺灣師範大學。https://etds.lib.ntnu.edu.tw/thesis/detail/aa0fadb2ef1b50d82ece690eb1322ff8/何青蓉（2007）。成人識字教育的可能性。復文書局。李茂能（2015）。傳統整合分析理論與實務：ESS & EXCEL。五南圖書。李佳霙（2018）。提問式鷹架教學結合數位閱讀寫作系統對國小低年級學生語文能力的影響［未出版之碩士論文］。國立中央大學。https://hdl.handle.net/11296/8vu4wp柯華葳、曾益綾、張建妤、游婷雅（2008）。PIRLS 2006報告：臺灣四年級學生閱讀素養。國立中央大學。 https://lrn.ncu.edu.tw/pirls/ pirls%202006%20report.htm柯華葳（2020）。臺灣閱讀策略教學政策與執行。教育科學研究期刊，65 (1)，93-114。https://doi.org/10.6209/JORIES.202003_65(1).0004沈富源（2014）。英語閱讀：有效的理解策略教學活動。國立彰化師範大學文學院學報，9，61-81。http://ir.ncue.edu.tw/ir/handle/987654321/19874林建平（1995）。國小學童的閱讀動機、理解策略與閱讀成就之相關研究。臺北市立師範學院學報，26，267-294。http://163.21.239.11/dspace/handle/987654321/5252邱彥瑄（2007）。合作閱讀教學策略之探討。教育研究，15，147-158。宋曜廷、劉佩雲、簡馨瑩（2003）。閱讀動機量表的修訂及相關因素研究。測驗學刊，50，47-71。https://doi.org/10.7108/PT.200306.0047*孫莉恩（2013）。探究運用相互教學法於國中生後設認知及英文閱讀理解之成效。高雄師大學報：人文與藝術類，34，15-37。http://doi.org/10.7060/KNUJ-HA張春興（2007）。教育心理學：三化取向的理論與實踐 (二版)。東華書局。張桂芳（2006）。英語閱讀課堂中的閱讀策略指導。河北工程技術高等專科學校學報，2，60-62。 https://doi.org/CNKI:SUN:JGZX.0.2006-02-019陳明蕾（2010）。閱讀心理學對國小閱讀理解教學的啟示。教育研究月刊，199，53-63。http://catalog.digitalarchives.tw/item/00/56/12/04.html陳思宇（2020）。故事結構教學對國小閱讀理解困難學生—閱讀理解能力成效之後設分析［未出版之碩士論文］。國立臺北教育大學。https://hdl.handle.net/11296/khst32陳美吟（2011）。英語活化課程與學習經驗對國小學童之英語學習態度之研究［未出版之碩士論文］。淡江大學。https://doi.org/10.6846/TKU.2011.00903連啟舜（2002）。國內閱讀理解教學成效之統合分析研究 ［未出版之碩士論文］。國立臺灣師範大學。https://hdl.handle.net/11296/gpr74a連啟舜、陳弘輝、曾玉村（2016）。閱讀之摘要歷程探究。教育心理學報，48 (2)，133-158。https://doi.org/10.6251/BEP.20151124曾玉村、連啟舜（2016）。讀懂最重要：提升素養促進閱讀的教育精髓。教育研究月刊，269，32-44。https://doi.org/10.3966/168063602016090269003曾秋玉（2013）。教學策略對學生學習成效與學習態度影響之研究 ［未出版之博士論文］。淡江大學。 https://doi.org/10.6846/TKU.2013.00642彭瓊慧（2002）。我國資優教育研究之回顧與後設分析研究 ［未出版之碩士論文］。國立臺灣師範大學。https://hdl.handle.net/11296/2bm2vn。黃如萍、葉美玲（2011）。統合分析的出版誤差。源遠護理，5 (2)，51-55。蔡銘津（2009）。增進英語閱讀理解成效的策略探討。樹德人文社會電子學報，5 (2)，1-12。https://doi.org/10.30134/STOSHSS.200909.0001。廖遠光（2012）。後設分析及其在數位學習上的應用。數位學習研究方法（初版）(109-136頁）。高教教育。https://elearning.ice.ntnu.edu.tw/teacher_web/s1.pdf謝名娟、謝進昌（2016）。閱讀教學單一受試後設分析之研究 ［論文發表］。2016歐洲教育年會。倫敦，英國。謝進昌（2010）。國內教育學門系統性文獻評閱策略及後設分析發展現況與建議。教育研究學報，44 (2)，1-24。https://tpl.ncl.edu.tw/NclService/JournalContentDetail?SysId=A10043594謝進昌（2015）。有效的中文閱讀理解策略：國內實徵研究之最佳證據整合。教育科學研究期刊，60 (2)，33-77。Mayer, R. 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