Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/97435
Title: 國小學童之自主閱讀行為與行動科技輔助之廣泛閱讀
EFL Young Learners’ Autonomous Behaviors and Mobile-Assisted Extensive Reading
Authors: 林至誠
Lin, Chih-Cheng
洪毓涵
Hung, Yu-Han
Keywords: 英語為外語學習閱讀
行動科技輔助語言學習
廣泛閱讀計畫
英語為第二外語學習學童
自主學習
EFL reading
MALL
extensive reading program
young EFL learners
learner autonomy
Issue Date: 2017
Abstract: 國小學生的自主學習能力仍是相對被忽視的研究領域。本研究使用質性研究方法,探討國小學生在行動輔助廣泛閱讀計畫的經驗,以及如何發展自主學習能力。希望能透過國小學生在此計劃中的學習過程的描述,供研究學者及教師往後提升國小學生自主學習能力時參考。本研究對象為來自台灣偏遠地區的小學,一共十四位的六年級生。他們參與了為期十週的閱讀計畫。計畫過程中,學生每週有三天在學校用過午餐後可以使用平板電腦自由的廣泛閱讀,同時也鼓勵他們利用課餘時間自行閱讀。研究者於計畫之初帶領學生進行自主學習相關的課程,讓學生認識何謂自主學習。為了紀錄學生自主學習的發展過程,學生閱讀時需錄下朗讀內容,並在閱讀後完成閱讀札記。其他資料來源如下:研究者在學生自由廣泛閱讀時所做的觀察紀錄以及訪談逐字稿 。 根據以上資料所做的分析,將學生自主學習行為的發展及廣泛閱讀經驗歸成不同類別(category),以三角測定法(triangulation)處理不同資料來源。其研究結果提供。結果顯示國小學生的廣泛閱讀經驗和學生的閱讀習慣、學習英語的原因以及先前的語言學習經驗有關。更重要的是,研究結果針對國小學生自主學習的本質提供了更清楚的解釋,這主要和他們對自主學習的準備程度有關。另外,這些學生展現了正面及負面兩種能觀察的自主行為,包括以下面向:讀本選擇、目標訂定和學習策略。 依據研究發現,本研究建議教師在發展自主學習前注意學生的準備程度和過去的學習經驗。對於此年齡的學生,教師身為促進者和鷹架的角色十分重要。行動科技輔助之廣泛閱讀結合自主學習訓練課程可以提供學生一個發展自主學習行為的環境。未來研究方向可延長研究時間以探究年輕語言學習者自主學習發展。未來研究也可以選擇不同的學習環境,並探查廣泛閱讀的另一個學習結果讀寫能力的發展。
Learner autonomy at elementary school level is still an underrated research topic. The present study is intended to provide insight of young learners’ learner autonomy development and experience in a Mobile-Assisted Extensive Reading program (MAER) with qualitative approach. It aims to illustrate how young learners interact with the proposed program in order to provide insights for researchers and teachers into young learners’ autonomy promotion. A class of six-graders from a chosen elementary school in a remote area in Taiwan participated in this 10-week MAER program. The students had opportunities to read extensively on their tablets three times a week after their lunch time. They were encouraged to read out-of-class as well. To raise the students’ awareness of autonomous learning, learner development lessons were provided at the early weeks of the program. To capture the students’ development in learner autonomy, the students were asked to record their readings and fill in the reading journal. The other data sources include observations from several free reading sessions and transcriptions of interviews. By logging and analyzing all data, students’ autonomous behaviors and reading experience were categorized and triangulated across various sources. The results indicated that young language learners’ ER reading experience was influenced by their previous reading habits, reasons for learning English, and prior language learning experience. More importantly, the findings provide a better understanding of the nature of young language learner autonomy, which is related to their readiness of autonomous learning. In addition, the students demonstrated both positive and negative observable autonomous behaviors in the following aspects: book selection, goal setting, and learning strategies. Based on the findings, the study suggests teachers be aware of students’ initial readiness level and past learning experiences before implementing autonomous learning. The role of teacher as a facilitator and scaffold is equally important for students at this age. MAER programs and learner autonomy training lessons could provide a supportive environment for students’ autonomous behaviors. Future research might explore young language learners’ autonomy development for a longer period. Future study could be conducted at a different learning context, and investigate another learning outcome from ER, literacy development.
URI: http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=%22http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G060221061L%22.&%22.id.&
http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/97435
Other Identifiers: G060221061L
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