台灣學生英語網路閱讀策略及閱讀理解之探討

Abstract

從第二語言閱讀研究發現，運用閱讀策略可以幫助理解。唯目前研究大多著重於文本閱讀策略的探討，有關網路閱讀策略的使用，及其對不同程度學生閱讀理解力之影響的研究仍相當有限。故本研究目的為探討以英語為外語學習者，網路閱讀策略之使用，分析閱讀策略的使用對理解力的影響，及評估學生對網路英文閱讀課程(English Reading Online)之看法。 此網路英文閱讀課程是為達到前述兩項研究目的而建置的。除了可以幫助學生有效閱讀網路文章外，還可以做為收集學生網路閱讀策略的工具。本網站之設計呼應文獻上所提到的各式閱讀策略，以追蹤學生策略使用情形。網路閱讀課程共設計15個閱讀策略按鈕機制。整體性策略的設計，包括提供文章導讀、關鍵字彙、文章大綱、及文章預測等按鈕。解決問題策略則設計了線上摘要、閱讀速度訓練、文章朗讀、及語意圖等機制。輔助性策略有線上字典、線上文法、線上翻譯、線上劃記、及個人化筆記本等。社交情意策略則設計有網路聊天室及音樂播放。 本研究之對象為三十位科技大學應用英語系大二的學生，依英文程度分為高、低兩組。所要閱讀的四篇文章，包含四個主題，其中兩篇較易，兩篇較難。文章依難易順序分八週讀完。閱讀完後，學生必須填好讀後問卷，並回憶文章內容，寫下中文摘要，做為閱讀理解測驗。學生每讀完一篇文章後並接受訪談。每位同學網路閱讀的過程，全程由螢幕追蹤軟體錄下，而按鈕的況狀也由電腦記錄。收集到的閱讀策略按鈕資料，由卡方檢定探究是否語言程度、文章主題、及難易度會影響策略使用。此外，閱讀理解分數細分為主旨得分與細節得分，並以迴歸統計分析策略運用對理解力之效用。而讀後問卷則由敘述統計描述學生對網站的看法。最後，質性探討四個案例，則可以彌補前述量化資料不足之處。 本研究結果發現，學生絕大多數使用輔助性策略，解決問題策略則屈居最後。策略的運用似乎受到網路閱讀環境中學生即時回饋的需求，以及傳統閱讀教學模式的影響。此外，由質性探討所衍生出的新策略有瀏覽策略、資訊收集策略、介面改變策略、以及使用問題報告策略。這些策略可以幫助學生順暢瀏覽網站，運用新知增加背景知識，建立個人化閱讀環境，及提供更友善的網路設計。本研究除了發現網路閱讀策略使用模式之外，結果亦顯示有四項因素影響策略使用，即語言程度、文章主題及難易度、電腦技巧、及背景知識。 就策略運用對理解力的影響而言，雖然輔助性策略使用最頻繁，而且對各層次的閱讀理解力均有所助益；但是，單靠輔助性策略並不能預測較艱深文章之主旨與細節的得分，必須要搭配使用整體性策略。而整體性策略的使用，對於經常只使用輔助性策略及社交情意策略的低組同學，在閱讀困難文章時最有幫助。 最後，本研究結果顯示，大多數同學對此英文閱讀網站中，輔助閱讀機制的設計、介面設計、及對語言學習的功效抱持正面的態度。同學們也期盼能將網路閱讀融入課程當中。 綜合上述結果，本研究提供以下教學建議。其一、策略導向教學應融入閱讀課程中。網路閱讀策略，如搜尋及綜合資訊以及如何增加社群互動，應該重視。其二、整體性策略可以輔助英文較弱的同學閱讀困難的文章，應該鼓勵使用。其三、閱讀網站設計可以加入更多個人化及文章選擇的機制，以期達到最佳閱讀效果。The bulk of L2 reading research has shown that prospective readers use various reading strategies to facilitate comprehension, but relatively few studies have centered on online reading strategy use and its effects on the reading comprehension of students with different language proficiencies. This study aimed to investigate EFL learners’ online reading strategies, to study the effects of strategy use on comprehension, and to evaluate a web-based reading program, English Reading Online, which was constructed to fulfill the first two purposes of this study. The design of this online reading program echoed reading strategy patterns found in L2 reading literature and the action of clicking on a certain strategy function button online was traced to reflect a reader’s particular strategy use. There were 15 strategy buttons: Global strategy design provided students with previews, keywords, and outlines of the reading texts as well as chances to make predictions. Problem-solving strategy mechanisms included online summary services, reading-rate training, text-to-speech software, and semantic mapping tools. Support strategy functions were provided by online dictionaries, online grammar resources, an online translation mechanism, highlighting tools, and individualized electronic notebooks. Socio-affective strategies were displayed by online chatrooms, discussion boards, email services, and music boxes. Thirty Applied English majors, divided into a High group and a Low group based on their proficiency levels, were asked to read a total of four authentic online texts of two difficulty levels. They also completed a post-task survey, wrote written recalls, and attended interview sessions after reading. Each participant’s navigation path in doing these four reading tasks was tracked by the computer system to collect their pre-defined strategies; each navigation path was also videotaped by a screen-capturing software to collect newly emerging strategy patterns. Strategy use data was analyzed by the Chi-square test to examine if strategy use was influenced by language proficiency, the text topic, and the text difficulty levels. Written recalls were scored according to two categories: main ideas and details. The relationship between students’ strategy use and comprehension was computed using multiple regression. The post-task survey on program feedback was analyzed by descriptive statistics. Finally, qualitative investigations of four case studies gathered from videotaping and interviews were used to supplement the quantitative data mentioned above. The results showed that due to learners’ concern of convenience and immediacy, Support strategies made up the overwhelming proportion of strategy use and Problem-solving strategies were used the least. Other strategies emerging from qualitative investigation—including Navigating strategies, Information gathering strategies, Interface changing strategies, and Usability problem reporting strategies—assisted readers in navigating online texts smoothly, finding relevant information to build up background knowledge, establishing a personal environment to facilitate online reading, and making suggestions for user-friendly web design. Additionally, four factors that influenced online reading strategy use were language proficiency, the text topic and difficulty level, computer skills, and background knowledge. In relating strategy use with comprehension, the use of Support strategies dominated the strategy use and contributed to most of the comprehension gains, but an exclusive dependence on Support strategies did not successfully predict the increase in scores on main ideas and details when the students were reading more challenging texts. It was the use of Global strategies that significantly contributed to better comprehension. The effects of Global strategies were most evident among the Low group, who often confined themselves to the use of Support strategies and Socio-affective strategies in reading. Finally, students provided positive feedback on this program in terms of the design of the strategy tools, interface design, and learning effects. They also welcomed the possibility of including online reading in the existing curriculum. Findings of this study bear important pedagogical implications. First, strategy instruction needs to be integrated into reading classes. Online reading strategies about how to find and synthesize information and how to increase social interaction need to be addressed. Second, Global strategies, which aided low achievers’ comprehension of difficult texts, should be encouraged. Third, more personalized features and more choices for text selection should be included in the future program design.