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    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/124620

    Title: 視覺小說融入低成就學習者之英語閱讀補救教學:行動研究
    Using visual novels in remedial English reading instruction for low-achieving EFL learners: An action research approach
    Authors: 宋欣倫
    Sung, Hsin-Lun
    Contributors: 黃怡萍
    Huang, Yi-Ping
    Sung, Hsin-Lun
    Keywords: 視覺小說
    Visual novel
    Remedial instruction
    Digital game-based language learning
    Low-achieving learner
    Date: 2019
    Issue Date: 2019-08-07 15:43:01 (UTC+8)
    Abstract: 視覺小說是一種互動式的數位遊戲,通常以包含文字、聲音、視覺藝術的多媒體形式來敘述一個故事。它的故事及視覺藝術吸引到玩家來閱讀。因此,視覺小說可以在英語閱讀補救教學中被選用,作為吸引低成就EFL學習者閱讀英語的方法。少有研究使用數位遊戲進行英語閱讀補救教學。本研究採用行動研究的方式,來探索使用視覺小說進行英語閱讀補救教學,是否能增進學習者的閱讀能力,並提升英語閱讀動機。本行動研究有兩個循環,並從三位台灣國中低成就學習者身上獲取資料,包括錄音及影像紀錄、課堂觀察紀錄、學生的書面反饋、訪談。研究結果顯示(1)學習者對於閱讀英語視覺小說抱有正面的態度;(2)閱讀視覺小說的過程中,過多的未知單字是主要的閱讀困難;(3)學習者能夠藉由閱讀策略克服困難;(4)視覺小說能激起學習者的閱讀動機。本研究的最後提供英語補救教師及視覺小說開發者兩個要在英語閱讀補救教學中使用視覺小說的建議。
    A visual novel as an interactive digital game usually tells a story or a novel with multiple media, such as words, sound, and anime-style art. Its story and visual arts attract players to read. Therefore, visual novels can be adopted in remedial English reading instruction in order to engage and motivate those low-achieving EFL learners to read. Few studies have examined the use of digital games in remedial English reading instructions. To fill the gap, this study adopted an action research approach to explore using visual novel in remedial English reading instructions to enhance the learners’ reading ability and raise their motivation to read in English. This action research study conducted two action cycles to collect data from three junior high low-achieving EFL learners in Taiwan. Data included audio- and video-recording, classroom observation field notes, the students’ written reflection, and interviews. The results showed that (1) the learners hold positive attitude towards reading English visual novels, (2) having too many unknown words was their major reading difficulty in reading the visual novel, (3) the learners were able to cope with the difficulty by using reading strategies, (4) the visual novel motivate the learners to read. At the end of this study, two suggestions are provided for English remedial teachers and visual novels developers on ways to give remedial reading instruction with visual novels.
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    Description: 碩士
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G0105551020
    Data Type: thesis
    DOI: 10.6814/NCCU201900597
    Appears in Collections:[英國語文學系] 學位論文

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