Loading...
|
Please use this identifier to cite or link to this item:
https://nccur.lib.nccu.edu.tw/handle/140.119/110874
|
| Title: | 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 |
| Authors: | 凃惠文
Tu, Huei Wun |
| Contributors: | 張郇慧
Chang, Hsun Huei
凃惠文
Tu, Huei Wun |
| Keywords: | 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 |
| Date: | 2017 |
| Issue Date: | 2017-07-11 12:19:26 (UTC+8) |
| Abstract: | 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. |
| Reference: | 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.
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.
Chera, P. & Wood, C. (2003). Animated multimedia “talking books” can promote phonological awareness in children beginning to read. Learning and Instruction, 13, 33-52.
Chiang, M., C. (2004). A case study of the effects of big book reading instruction on English learning of low achievers in junior high school (Unpublished master thesis). National Kaohsiung Normal University, Taiwan.
Cho, K., & Krashen, S. D. (1994). Acquisition of vocabulary from the Sweet Valley
Kids series: Adult ESL acquisition. Journal of Reading, 37, 662–667.
Chung, I., C. (2013). A study on the effects of English digital picture books on extensive reading (Unpublished master’s thesis). National Taipei University of Technology, Taiwan.
Davis, C. (1995). Extensive reading: An extensive extravagance? ELT Journal, 49(4), 329-336.
Day, R. R. (2015). Extending extensive reading. Reading in a Foreign Language, 27(2), 294-301.
Day, R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge: Cambridge University Press.
Day, R., & Bamford, J. (2002). Top ten principles for teaching extensive reading. Reading in a Foreign Language, 14(2), 136-141.
Doty, D. E., Popplewell, S. R., & Byers, G. O. (2001). Interactive CD-ROM storybooks and young readers’ reading comprehension. Journal of Research on Computing in Education, 33(4), 374-384.
Elley, W. B. (1991). Acquiring literacy in a second language: The effect of book-based programs. Language Learning, 41(3), 375-411.
Felvégi, E., & Matthew, K. (2012). eBooks and literacy in K-12 schools. Computers in the Schools, 29, 40-52.
Garner, R., Gillingham, M. G., & White, C. S. (1989). Effects of “seductive details” on macroprocessing and microprocessing in adults and children. Cognition Instruction, 6(1), 41-57.
Greenlee-Moore M. E. & Smith, L. L. (1996). Interactive Computer Software: The effects on young children’s reading achievement. Reading Psychology, 17(1), 43-64.
Hafiz, F. M. & Tudor, I. (1989). Extensive reading and the development of language skills. ELT Journal, 43(1), 4-13.
Hafiz, F. M. & Tudor, I. (1990). Graded readers as an input medium in L2 learning. System, 18(1), 31-42.
Higgins, N. C., & Cocks, P. (1999). The effects of animation cues on vocabulary development. Journal of Reading Psychology, 20, 1-10.
Higgins, N., & Hess, L. (1998). Using electronic books to promote vocabulary development. Faculty Released Time Project Final Report, Spring 1998.
Hirsch, E. D. (2003). Reading comprehension requires knowledge－of words and the world. American Educator, 27(1), 10-13, 16-22, 28-29, 48.
Horst, M. (2005). Learning L2 vocabulary through extensive reading: A measurement study. Canadian Modern Language Review, 61, 355–382.
Hsu, S. Y. (2005). E-story books into cooperative English reading for children (Unpublished master’s thesis). National Chiayi University, Taiwan.
Hu, M. & Nation, P. (2000). Unknown vocabulary density and reading comprehension. Reading in a Foreign Language, 13(1), 403-430.
Huang, H., C. (2013). E-reading and e-discussion: EFL learners` perceptions of an e-book reading program. Computer Assisted Language Learning, 26(3), 258-281.
Iwahori, Y. (2008). Developing reading fluency: a study of extensive reading in EFL. Reading in a Foreign Language, 20(1), 70-91.
Johnston, P. H., & Winograd, P. N. (1985). Passive failure in reading. Journal of Reading Behavior, 17, 279-301.
Juan, L. (2007). An exploratory study of using extensive reading as a remedial program for elementary underachievers (Unpublished master’s thesis). Taipei Municipal University of Education, Taiwan.
Judge, P. B. (2011). Driven to read: Enthusiastic readers in a Japanese high school’s extensive reading program. Reading in a Foreign Language, 23, 161-186.
Kao, Y. M. (2004). A study of using extensive reading as a supplement in a senior high school English curriculum (Unpublished master’s thesis). National Tsing Hua University, Taiwan.
Kim, D. & Hall, J. K. (2002). The role of an interactive book reading program in the development of second language pragmatic competence. The Modern Language Journal, 86(3), 332-348.
Korat, O., Levin, I., Atishkin, S., & Turgeman, M. (2014). E-book as facilitator of
vocabulary acquisition: Support of adults, dynamic dictionary and static
dictionary. Reading and Writing, 27(4), 613–629.
Krashen, S. (1993). The power of reading: Insights from the research. Englewood, Colorado: Libraries Unlimited.
Krashen, S. (2004). The power of reading: Insights from the research. Portsmouth, NH: Heinemann.
Labbo, L. D. (2000). 12 things young children can do with a talking book in a classroom computer center. The Reading Teacher, 53(7), 542-546.
Lacina, J., & Mathews, S. (2012). Using online storybooks to build comprehension. Childhood Education, 88(3), 155-161.
Lai, F. K. (1993). The effect of a summer reading course on reading and writing skills. System, 21, 87-100.
Lao, C. Y. & Krashen, S. (2000). The impact of popular literature study on literacy development in EFL: More evidence for the power of reading. System, 28, 261–270.
Lee, S. Y. (1998). Effects of introducing free reading and language acquisition theory on students’ attitudes toward the English class. Studies in English Language and Literature, 4, 21-28.
Lefever-Davis, S. & Pearman, C. (2006). Supporting the essential elements with CD-ROM storybooks. Reading Horizons, 46(4), 301-313.
Lin, A. H. (2009). A comparative study of English performance in cooperative and individual reading with English e-books in elementary school (Unpublished master’s thesis). National Kaohsiung Normal University, Taiwan.
Lin, C. C. (2014). Learning English reading in a mobile-assisted extensive reading program. Computers & Education, 78, 48-59.
Lin, I.,Y. (2009). The effects of e-books on EFL learners’ reading attitude (Unpublished master’s thesis). National Taiwan Normal University, Taipei, Taiwan.
Lituanas, P. M., Jacobs, G. M. & Renandya, W. A. (2001). An investigation of extensive reading with remedial students in a Philippines secondary school. International Journal of Educational Research, 35(2), 217-225.
Lukens, R. J. (1996). A critical handbook of children’s literature (6th ed.). New York: Addison Wesley Longman.
Mason, B. Krashen, S. (1997). Extensive reading in English as a foreign language. System, 25(1), 91-102.
Matthew, K. (1997). A comparison of the influence of interactive CD-ROM storybooks and traditional print storybooks on reading comprehension. Journal of Research on Computing in Education, 29(3), 263-275.
McKenna, M. C. & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, 43(8), 626-639.
McKenna, M.C. (1998). Electronic texts and the transformation of beginning reading. In D. Reinking, M. McKenna, L.D. Labbo, & R. Kieffer (Eds.), Handbook of literacy and technotogy: Transformations in a post-typographic world (pp. 45-59). Mahwah, NJ: Erlbaum.
McKenzie, D. (2009). E-books and 21st-century learning. MultiMedia & Internet@Schools, 16(1), 27.
Mikulecky, B. S. (1990). A short course in teaching reading skills. Reading, Massachusetts: Addison-Wesley Publishing Company.
Morgan, H. (2013). Multimodal children`s e-books help young learners in reading. Early Childhood Educational Journal, 41, 477-483.
Nakanishi, T. (2015). A meta-analysis of extensive reading research. TESOL
Quarterly, 49, 6–37.
Nation, P. (1997). The language learning benefits of extensive reading. The Language Teacher, 21(5), 13-16.
Nation, I. S. P. (2009). Teaching ESL/EFL reading and writing. New York, NY: Routledge.
National Institute of Child Health and Human Development (NICHD). (2000). Report of the National Reading Panel: Teaching children to read: An evidence based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. NIH publication, No. 00-4754. Washington, DC: U.S. Government of Printing Office.
Nunnally, J. C. (1967) Psychometric Theory. New York: McGraw Hill.
Nuttall, C. (1996). Teaching reading skills in a foreign language (2nd ed.). Oxford: Heinemann.
Oakley, G. & Jay, J. (2008). “Making time” for reading: Factors that influence the success of multimedia reading in the home. The Reading Teacher, 62(3), 246-255.
Padak, N., & Potenza-Radis, C. (2010). Motivating struggling readers: Three keys to success. New England Reading Association Journal, 45(2), 1-7.
Palmer, H. E. (1964). The principles of language-study. Oxford: Oxford University Press. (Original work published in 1921.)
Palmer, H. E. (1968). The scientific study and teaching of languages. Oxford: Oxford University Press. (Original work published in 1917.)
Pearman, C.J. (2008). Independent reading of CD-R0M storybooks: Measuring comprehension with oral retelling. The Reading Teacher, 61(8), 594-602.
Pino-Silva, J. (2006). Extensive reading through the internet: is it worth the while? The Reading Matrix, 6(1), 85-96.
Reeves, C. (2002). Literacy attitudes: Theoretical perspectives. Paper presented at the 19th World Congress on Reading. Edinburgh: Scotland.
Richards, J. C., Platt, J., & Platt, H. (1992). Longman dictionary of language teaching and applied linguistics (2nd ed.). Harlow, Essex: Longman.
Robb, T. N., & Succer, B. (1989). Extensive reading vs. skills building in an EFL context. Reading in a Foreign Language, 5(2), 239-251.
Robb, T. N. (2002). Extensive reading in an Asian context - An alternative view. Reading in a Foreign Language, 14(2), 146-147.
Robinson, L. (2003). For the love of books: Expanding e-books and audio books in school libraries. Media & Methods, 40(2), 6-12.
Sadowski, M. C. (1980). Ten years of uninterrupted sustained silent reading. Reading Improvement, 17, 153-156.
Schugar, H. R., Smith, C. A., & Schugar, J. T. (2013). Teaching with interactive picture e‐books in grades K–6. The Reading Teacher, 66(8), 615-624.
Shamir, A. & Korat, O. (2006). How to select SD-ROM storybooks for young children: The teacher`s role. The Reading Teacher, 59(6) 532-543.
Sheu, P. H. (2004). The Effects of Extensive Reading on Learners’ Reading Ability Development. Journal of National Taipei Teachers College, 17(2), 213-228.
Sheu, S. P. (2003). Extensive reading with EFL learners at beginning level. TESL Reporter, 36, 8-26.
Smith C. R. (2001). Click and turn the page: An exploraion of multible storybook literacy. Reading Reaserch Quarterky, 36(2), 152-183.
Snow, C. E., Griffin, P., & Burns, M. S. (2005). Knowledge to support the teaching of reading: Preparing teachers for a changing world. San Francisco: Jossey-Bass.
Stanovich, K. E. (1980). Toward an interactive-compensatory model of individual differences in development of reading fluency. Reading Research Quarterly, 16, 32-71.
Sun, Y. C. (2003). Extensive reading online: an overview and evaluation. Journal of Computer Assisted Learning, 19, 438-446.
Tsai, Y. J. (2010). The effects of electronic storybook instruction on the English word recognition performance of elementary school students in remedial instruction. (Unpublished master`s thesis). National Chengchi University, Taipei, Taiwan.
Tanaka, H., & Stapleton, P. (2007). Increasing reading input in Japanese high school
EFL classrooms: An empirical study exploring the efficacy of extensive
reading. The Reading Matrix, 7, 115–131.
Van Daal, V. H. P. (2009). Struggling readers and multimedia. In A. G. Bus & S. B. Neuman (Eds.), Multimedia and literacy development: Improving achievement for young learners (pp. 124-134). New York: Routledge
Verhallen, M., Bus, A. G., & de Jong, M. T. (2006). The promise of multimedia
stories for kindergarten children at risk. Journal of Educational Psychology,
98, 410-419.
Walker, C. (1997). A self access extensive reading project using graded readers (with
particular reference to students of English for academic purposes). Reading
in a Foreign Language, 11, 121–149.
Waring, R. (1997). Graded and extensive reading: Questions and answers. The Language Teachers, 21(5), 9-12. Retrieved from http://jalt-publications.org/tlt/
Waring, R. (2001). Research in extensive reading. Kiyo, Notre Dame Seishin University: Studies in Foreign Languages and Literature, 25(1), 44-67. Retrieved from http://www.robwaring.org/papers/kiyo2001.html
Williams, R. (1986). “Top ten” principles for teaching reading. ELT Journal, 40(1),
42-45.
Yamashita, J. (2013). Effects of extensive reading on reading attitudes in a foreign language. Reading in a Foreign Language, 25(2), 248-263.
Yang, A. (2001). Reading and the non-academic learner: a mystery solved. System, 29(4), 451-466.
Zucker, T. A., Moody, A. K., & McKenna, M. C. (2009). The effects of electronic books on pre-kindergarten-to-grade 5 students` literacy and language outcomes: A research synthesis. Journal of Educational Computing Research, 40(1), 47-87. |
| Description: | 碩士
國立政治大學
英語教學碩士在職專班
102951016 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0102951016 |
| Data Type: | thesis |
| Appears in Collections: | [英語教學碩士在職專班] 學位論文
|
Files in This Item:
| File |
Size | Format | |
|---|
| 101601.pdf | 8010Kb | Adobe PDF2 | 87 | View/Open |
|
All items in 政大典藏 are protected by copyright, with all rights reserved.
|
