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題名 不同網路活動對於高職學生英文閱讀能力的影響：個案研究
Effects of Different Web-Based Tasks on Local Vocational High School Students’ English Reading Ability: A Case Study
作者 楊貞婉
Chen-wan,Yang
貢獻者 林啟一
Chi-yee, Lin
楊貞婉
Chen-wan,Yang
關鍵詞 網路學習
教學式的網路會議
網路閱讀活動
網路資料搜尋與設計
Web-based learning
Instructional web conferencing
Web-based reading tasks
WebQuest
日期 2005
上傳時間 17-Sep-2009 16:37:17 (UTC+8)
摘要 本研究旨在探討各種不同種類網路閱讀活動對不同程度學生的回應，進而研究受試者對不同種類網路學習活動對於英文閱讀能力的實際影響。
     
      本研究的實驗對象是十七位台北市信義區一所職業學校的高一學生。在研究初期，研究者以北市職校全民英檢考題之閱讀能力部分測試學生並將他們分出高、中、低三種程度，繼而讓學生接受為期將近四個月不同種類網路閱讀活動訓練。實驗過程中，每項活動後均以各種不同簡單的讀後測驗、練習、筆記或作業來檢視學生利用網路培養閱讀能力之可行性。在學期近結束前，再以另一份北市職校全民英檢考題之閱讀能力測驗題作為本實驗的後測。研究是藉由背景問卷調查以及回饋問卷調查中瞭解不同種類網路閱讀活動對於學生之影響。
     
      本研究採用質與量的分析方法。質的分析涵蓋：（一）實驗對象對於不同種類網路閱讀活動的回應﹔（二）實驗對象應用網路學習對於英文閱讀及網路技巧的影響。量的分析根據SPSS來統計：前後測數值的差異。
     
      根據以上的研究結果發現：（一）學生對於本研究所採用的四種網路閱讀活動（兒童英語學習、網路字彙查詢、網路資料搜尋與設計—WebQuest、教學式的網路會議）感到有趣，尤其是教學式的網路會議﹔（二）網路閱讀活動引起學生主動使用各種不同網路工具來解讀文章內容及找尋有益的英語學習網站﹔（三）經過訓練後，教學成效方面，以高等程度學生進步最多，中等學生次之，低程度學生幾乎看不出進
     
     步。最後，本研究提出一些英文教學上之建議：（一）應選擇有趣、有幫助的網路閱讀活動提升學生的閱讀興趣與閱讀理解能力﹔（二）應藉由網路字典所提供的快速搜尋功能輔助學生找回閱讀英文的信心﹔（三）應盡量利用課後網路閱讀活動，如改良式的網路會議，以提升同儕及師生間的互動並培養自學習慣。希望本研究能提供目前台灣職業學校教師及學生在閱讀教學與學習方面一些啟示與方向。
This research aims mainly at the effect of different types of web-based reading tasks on different levels of students’ English reading comprehension ability, reading attitude, and motivation.
     
      Seventeen vocational high school students were involved in this research. All the participants were given the TVHSGEPT (Taipei Vocational High School General English Proficiency Test) as a pre-test in the beginning of the first semester of the 2005 school year. The participants were then categorized into three proficiency levels—high, middle, and low—based on the scores of the test result. A less than four-month Web-based reading program was then introduced to the participants. During this process, every task was examined through tests, exercises, note taking, or homework to understand the practicality of using web-based tasks to cultivate students’ reading ability. At the end of the semester, another TVHSGEPT was given to the participants as a post-test. However, the research chiefly used background and feedback questionnaires to understand the effects of different web-based reading tasks on the participants.
     
      This research adopted both qualitative and quantitative analyses. The qualitative analysis consisted of (1) the students’ responses to different types of web-based reading tasks and (2) the improvement of the participants’ English learning and computer and Web-use skills. By executing SPSS program, the quantitative analysis included the difference of statistical values between the pre-test and post-test.
     
      According to the findings, first, the students were interested in the four types of web-based reading tasks (online children’s reading websites, online dictionaries, WebQuest, and modified web conferencing). Second, the web-based reading tasks helped the students to actively find different web-based tools to comprehend reading content and search for new and helpful English-learning websites automatically. Third, high-proficiency students gained the most, then middle-proficiency students; the low-achievers showed very little obvious progress. This research offers some suggestions: first, teachers may select interesting and helpful web-based reading tasks to enhance students’ interest and reading comprehension. Second, through the use of online dictionaries with their quick search functions, students can regain their confidence in learning English.
     Third, after-school web-based reading tasks such as modified web-conferencing are a good motivator; they also help in cultivating cooperation and relationships among peers and between the teacher and students.
     
      In conclusion, this research offers pedagogical implications for vocational high school English teachers who are considering using web-based reading tasks and effective teaching strategies.
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Felix, U. (2002) Teaching languages online: Deconstructing the myths. Paper presented at the Setting the agenda: Languages, linguistics and area studies in higher education conference, Manchester. In press conference proceedings, London: CILT.
Felix, U. (Ed.). (2003). Language learning online: Towards best practice. The Netherlands: Swets & Zeitlinger Publishers.
Gibbs, J. L. (2002). Loose coupling in global teams: Tracing the contours of cultural complexity. Unpublished Ph.D. dissertation, University of California, Irvine.
Goodman, K. (1971). Psycholinguistic universals in the reading process. Paul Pimsleur and Terence Quinn (Eds.). In The psychology of second language learning. (pp. 135-142). Cambridge: Cambridge University Press.
Harmer, J. (2003). Editor. How to use the Internet in ELT (4th ed.). England: Pearson Education Limited.
Hope, G. R., H. F. Taylor & J. P. Pusack. (1984). Using computers in teaching foreign language. Florida: Harcourt Brace Jovanovich, Inc.
Hung, Shu-mei. (2001). The effects of constructive reading courseware on EFL reading instruction for junior high school students. Master Thesis: NKNU.
Ioannou-Gerogiou, S. (2002). Constructing meaning with virtual reality. TESOL Journal: 11(3), 21-26.
Jewitt, C. (2006). Technology, literacy and learning. New York: Routledge.
Kern, R. (2006). Perspectives on technology in learning and teaching languages. TESOL Journal: 40(1), 183-210.
Krashen, S. D. (2004). The power of reading (2nd ed.). Heinemann: A division of Reed Elsevier Inc.
Kress, G.. (2003). Literacy in the new media age. New York: Routledge.
Li, Yu-ying. (1998). A survey study of computer-mediated communication activities for EFL/ESL teaching. (pp. 4-7). Master Thesis: NCCU.
Medgyes, P. (1986). Queries from a communicative teacher. ELT Journal, 40, 107-112.
Murtagh, L. (1989). Reading in a second or foreign language: models, processes, and pedagogy. Language, Culture and Curriculum 2: 91-105.
Nunan, D. (1999). Second language teaching and learning. Boston: Heinle and Heinle Publishers.
Nuttall, C. (1996). Teaching reading skills in a foreign language (2nd ed.). Oxford: Heinemann.
Nyikos, M. (1987). The effect of color and imagery a mnemonic strategies on learning and retention of lexical items in German, Unpublished doctoral dissertation, Purdue University, West Lafayette, IN.
Oxford, R. L. (1992, Winter) Language learning strategies in a Nutshell:Update and ESL suggestions. TESOL Journal: 18-21.
Schmitt, N., & Carter, R. (2000, Spring). The lexical advantages of narrow reading for second language learners. TESOL Journal: 4-9.
Schrock, K. (2002). WebQuest in our future: The teacher’s role in cyberspace. Retrieved May 5, 2006, from the World Wide Web: http://school.discovery.com/schrockguide/webquest/webquest.html
Sperling, D. (1997). The Internet guide for English language teachers. New Jersey: Prentice Hall.
Stevens, V. (1989). A direction for CALL: From behaviorist to humanistic courseware. In M. Pennington (Ed.). Teaching language with computers: The states of the art. La Jolla, CA: Athelstand Publishers.
Urquhart, S. & Weir, C. (1998). Reading in a second language: Process, product and practice. New York: Addison Wesley Longman.
Warschauer, M. (1996). Motivational aspects of using computers for writing and communication. In M. Warschauer (Ed.). Telecollaboration in foreign language learning: Proceedings of the Hawaii symposium (pp. 29-46). Honolulu: University of Hawaii, Second Language Teaching and Curriculum Center.
Warschauer, M., Shetzer, H., & Meloni, C. (2000). Internet for English teaching. Virginia: Teachers of English to Speakers of Other Languages, Inc.
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Yang, C. M. (2005). English majors’ preference and behavior in reading via IPD: the context of STUT. Master thesis, NTUT.
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Zhang, Zhicheng. (1993). Paper presented at the Annual Meeting of the Mid-south Educational Research Association (New Orleans, LA, November 10-12, 1993).
描述 碩士
國立政治大學
英國語文學系英語教學碩士在職專班
929510022
94
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0929510022
資料類型 thesis
dc.contributor.advisor 林啟一zh_TW
dc.contributor.advisor Chi-yee, Linen_US
dc.contributor.author (Authors) 楊貞婉zh_TW
dc.contributor.author (Authors) Chen-wan,Yangen_US
dc.creator (作者) 楊貞婉zh_TW
dc.creator (作者) Chen-wan,Yangen_US
dc.date (日期) 2005en_US
dc.date.accessioned 17-Sep-2009 16:37:17 (UTC+8)-
dc.date.available 17-Sep-2009 16:37:17 (UTC+8)-
dc.date.issued (上傳時間) 17-Sep-2009 16:37:17 (UTC+8)-
dc.identifier (Other Identifiers) G0929510022en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/33448-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學系英語教學碩士在職專班zh_TW
dc.description (描述) 929510022zh_TW
dc.description (描述) 94zh_TW
dc.description.abstract (摘要) 本研究旨在探討各種不同種類網路閱讀活動對不同程度學生的回應，進而研究受試者對不同種類網路學習活動對於英文閱讀能力的實際影響。
     
      本研究的實驗對象是十七位台北市信義區一所職業學校的高一學生。在研究初期，研究者以北市職校全民英檢考題之閱讀能力部分測試學生並將他們分出高、中、低三種程度，繼而讓學生接受為期將近四個月不同種類網路閱讀活動訓練。實驗過程中，每項活動後均以各種不同簡單的讀後測驗、練習、筆記或作業來檢視學生利用網路培養閱讀能力之可行性。在學期近結束前，再以另一份北市職校全民英檢考題之閱讀能力測驗題作為本實驗的後測。研究是藉由背景問卷調查以及回饋問卷調查中瞭解不同種類網路閱讀活動對於學生之影響。
     
      本研究採用質與量的分析方法。質的分析涵蓋：（一）實驗對象對於不同種類網路閱讀活動的回應﹔（二）實驗對象應用網路學習對於英文閱讀及網路技巧的影響。量的分析根據SPSS來統計：前後測數值的差異。
     
      根據以上的研究結果發現：（一）學生對於本研究所採用的四種網路閱讀活動（兒童英語學習、網路字彙查詢、網路資料搜尋與設計—WebQuest、教學式的網路會議）感到有趣，尤其是教學式的網路會議﹔（二）網路閱讀活動引起學生主動使用各種不同網路工具來解讀文章內容及找尋有益的英語學習網站﹔（三）經過訓練後，教學成效方面，以高等程度學生進步最多，中等學生次之，低程度學生幾乎看不出進
     
     步。最後，本研究提出一些英文教學上之建議：（一）應選擇有趣、有幫助的網路閱讀活動提升學生的閱讀興趣與閱讀理解能力﹔（二）應藉由網路字典所提供的快速搜尋功能輔助學生找回閱讀英文的信心﹔（三）應盡量利用課後網路閱讀活動，如改良式的網路會議，以提升同儕及師生間的互動並培養自學習慣。希望本研究能提供目前台灣職業學校教師及學生在閱讀教學與學習方面一些啟示與方向。		zh_TW
dc.description.abstract (摘要) This research aims mainly at the effect of different types of web-based reading tasks on different levels of students’ English reading comprehension ability, reading attitude, and motivation.
     
      Seventeen vocational high school students were involved in this research. All the participants were given the TVHSGEPT (Taipei Vocational High School General English Proficiency Test) as a pre-test in the beginning of the first semester of the 2005 school year. The participants were then categorized into three proficiency levels—high, middle, and low—based on the scores of the test result. A less than four-month Web-based reading program was then introduced to the participants. During this process, every task was examined through tests, exercises, note taking, or homework to understand the practicality of using web-based tasks to cultivate students’ reading ability. At the end of the semester, another TVHSGEPT was given to the participants as a post-test. However, the research chiefly used background and feedback questionnaires to understand the effects of different web-based reading tasks on the participants.
     
      This research adopted both qualitative and quantitative analyses. The qualitative analysis consisted of (1) the students’ responses to different types of web-based reading tasks and (2) the improvement of the participants’ English learning and computer and Web-use skills. By executing SPSS program, the quantitative analysis included the difference of statistical values between the pre-test and post-test.
     
      According to the findings, first, the students were interested in the four types of web-based reading tasks (online children’s reading websites, online dictionaries, WebQuest, and modified web conferencing). Second, the web-based reading tasks helped the students to actively find different web-based tools to comprehend reading content and search for new and helpful English-learning websites automatically. Third, high-proficiency students gained the most, then middle-proficiency students; the low-achievers showed very little obvious progress. This research offers some suggestions: first, teachers may select interesting and helpful web-based reading tasks to enhance students’ interest and reading comprehension. Second, through the use of online dictionaries with their quick search functions, students can regain their confidence in learning English.
     Third, after-school web-based reading tasks such as modified web-conferencing are a good motivator; they also help in cultivating cooperation and relationships among peers and between the teacher and students.
     
      In conclusion, this research offers pedagogical implications for vocational high school English teachers who are considering using web-based reading tasks and effective teaching strategies.		en_US
dc.description.tableofcontents Page
     
     Acknowledgements........................................iii
     Table of Contents.........................................v
     List of Tables.........................................viii
     List of Chart............................................ix
     List of Figures...........................................x
     Chinese Abstract.........................................xi
     English Abstract.......................................xiii
     
     Chapter 1 Introduction....................................1
      1.1 Background....................................1
      1.2 The Purpose of the Research...................3
      1.3 The Significance of the Research..............4
      1.4 Definition of Terms...........................5
      1.5 Organization of the Thesis....................6
     
     Chapter 2 Literature Review...............................8
      2.1 Reading Theory................................8
      2.1.1 Reading Process.....................8
      2.1.2 Reading Strategies Used by Skilled
      and Less-Skilled Readers............12
      2.2 Technology and Language Learning..............14
      2.2.1 Technology and Language Learning in
      the Past............................14
      2.2.2 Technology and Language Learning
      Today...............................16
      2.3 Web-Based Reading Tasks and Reading...........18
      2.3.1 The Computer and Reading............18
      2.3.2 The Web and the Reading.............19
      2.3.3 Web-Based Reading Tasks.............20
      2.3.4 Web-Based Reading Tasks and Motivation
      ....................................24
      2.3.5 Web-Based Reading Tasks and Their
      Design..............................25
      2.3.6 Web-Based Reading Tasks and
      Reading.............................25
      2.4 Research Questions............................26
      2.5 Summary of Chapter Two........................27
     
     Chapter 3 Methodology.....................................28
      3.1 Participants..................................28
      3.2 Instruments...................................33
      3.2.1 The Web-Based Task Materials and
      Designed Tasks......................34
      3.2.2 Reading Tests.......................34
      3.2.3 Two Questionnaires..................36
      3.2.4 Different Reading Tasks.............37
      3.2.4.1 Practice..................38
      3.2.4.2 Resources.................41
      3.2.4.3 Communication.............44
      3.3 Procedures....................................47
      3.3.1 Pilot Study.........................47
      3.3.1.1 The Criteria for Screening
      the Web-Based Reading Tasks
      ..........................49
      3.3.1.2 The Results of the Pilot
      Study.....................49
      3.3.2 Formal Study........................50
      3.4 Data Processing and Methods of Analysis.......52
      3.4.1 Methods of Analyzing the Feedback
      Questionnaire.......................52
      3.4.2 Methods of Statistical Analysis.....53
      3.5 Summary of Chapter Three......................53
     
     Chapter 4 Results and Discussion..........................54
      4.1 Participants’ Response toward the Web-Based
      Reading Tasks.................................54
      4.1.1 Participants’ Response toward the
      Web-Based Reading Tasks.............55
      4.1.2 Other Noticeably-Improved Skills....60
      4.1.3 Advantages and Disadvantages of the
      Web-Based Reading Tasks.............61
      4.1.4 General Opinions on the Web-Based
      Reading Tasks.......................63
      4.1.5 Suggestions for Web-Based Learning..64
      4.2 The Change of Motivation and Attitude toward
      Web-Based Learning............................65
      4.2.1 Learning Motivation Before and
      After...............................65
      4.2.2 Learning Attitude Before and After..67
      4.3 Results of Statistical Analyses (TVHSGEPT)....69
      4.3.1 Comparison of Participants’
      Performance on TVHSGEPT Pre-test and
      Post-test...........................70
      4.3.2 Results of the Vocabulary Test......72
      4.4 Summary of Chapter Four.......................72
     
     Chapter 5 Conclusions.....................................73
      5.1 Summary of Findings...........................73
      5.2 Pedagogical Implications......................75
      5.2.1 Guidelines on Selecting and Designing
      Web-Based Reading Tasks.............77
      5.2.2 Guidelines for Using Web-Based
      Reading Tasks.......................78
      5.3 Limitations...................................81
      5.4 Suggestions for Further Research..............82
     
     References................................................84
     Notes.....................................................89
     Appendices................................................95
      Appendix A Background Questionnaire and
      Results...........................95
      Appendix B-1 Children’s Website 1.........97
      B-2 Children’s Website 2.........98
      Appendix C Dictionaries....................99
      Appendix D-1 Rules of Designed WebQuest...102
      D-2 Works of Group 1.............103
      D-3 Works of Group 2.............104
      D-4 Works of Group 3.............105
      Appendix E-1 Web-Conferencing Site........106
      E-2 Oct. 3, 2005 (in Taipei Uni. Of
      Technology)..................107
      E-3 Oct. 4, 2005 (at home).......109
      E-4 Nov. 1, 2006 (two participants)
      .............................110
      E-5 Jan. 1, 2006 (free talk).....111
      Appendix F Vocabulary Test................113
      Appendix G Feedback Questionnaire.........114
      Appendix H Results of Background
      Questionnaire..................117
      Appendix I Results of Feedback Questionnaire
      ...............................119
      Appendix J Useful EFL Websites............122		zh_TW
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dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0929510022en_US
dc.subject (關鍵詞) 網路學習zh_TW
dc.subject (關鍵詞) 教學式的網路會議zh_TW
dc.subject (關鍵詞) 網路閱讀活動zh_TW
dc.subject (關鍵詞) 網路資料搜尋與設計zh_TW
dc.subject (關鍵詞) Web-based learningen_US
dc.subject (關鍵詞) Instructional web conferencingen_US
dc.subject (關鍵詞) Web-based reading tasksen_US
dc.subject (關鍵詞) WebQuesten_US
dc.title (題名) 不同網路活動對於高職學生英文閱讀能力的影響：個案研究zh_TW
dc.title (題名) Effects of Different Web-Based Tasks on Local Vocational High School Students’ English Reading Ability: A Case Studyen_US
dc.type (資料類型) thesisen
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