多媒體電子書對英語學習者閱讀態度的影響

Abstract

本研究旨在探討以多媒體電子書作為廣泛閱讀課程之教材，對於英語學習者閱讀態度所造成的影響，也試著找出影響其態度轉變的電子書特色。本研究為為期十週的電子書廣泛閱讀課程。參與本研究的學生共有一百零九位，來自北台灣某縣立高中國中部三年級的三班學生。每個班從列有一百四十本電子書的表單中挑選喜愛的電子書閱讀，並在課餘時在家自行閱讀電子書，目標為每週四本，且每讀完一本需填寫一份閱讀記錄表。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Stokmans(1999)的閱讀態度量表。此外，研究者(即授課教師)將課堂上觀察學生閱讀電子書時的行為及反應做成筆記，也納入了學生自發性口述或文字上的回饋，以做為其他資料的佐證。在實驗結束後，所有學生均需填寫一份關於本電子書廣泛閱讀課程的問卷。研究結果顯示，電子書對於英語學習者閱讀態度有正面的影響，包括閱讀態度的四面向(實用、發展、娛樂、逃離)及三要素(認知、情意、行動)。同時，電子書的五項特色(朗讀、發亮、動畫、音樂音效、圖片)在改變閱讀態度上是不可或缺的因素，而電子書的互動性及可控制性也可保證正面的閱讀態度轉變。最後，依據本研究成果可歸納出一套選擇及設計電子書的原則。就文類而言，故事、童話、寓言類較受國中生歡迎；以長度而言，應介於十到二十五頁之間；難度，應適合國中生的程度為佳；內容則需有主題或學習主軸，並帶給國中生正面的感受；至於電子書的特色，以同時包含前述五項特色為佳。This paper is intended to investigate the effects of using e-books (or texts with multimedia support) in an extensive reading program (ERP) on EFL learners’ attitude towards reading in English. It also attempts to explore what features of e-books affect their reading attitude. In a junior high school in northern Taiwan, 109 students from three intact classes were recruited in the ten-week ERP of e-books. Each class was introduced to a list of 140 selected e-books for the reading program; each student was then encouraged to read e-books after school, with the target of reading four e-books every week. After each reading, they were required to fill out a self-report form. The degree of changes in reading attitude was assessed by using the reading attitude scale (Stokmans, 1999) before and after the e-book ERP. In addition, the teacher-researcher’s class notes of the students’ reading behaviors and reactions as well as their spontaneous oral or written feedback were analyzed to be triangulated with the other data. At the end of the program, a reaction questionnaire was administered to all of them. The results showed that the e-books had positive effects on the students’ attitudinal changes in all dimensions of reading attitude, namely, utility, development, enjoyment and escape, as well as in all the cognitive, affective and conative components. The results also showed that five features of the e-books, including oral reading, highlighting, animations, music/sound effects and pictures, were considered essential to change attitudes. The implementation of interaction and learner control in the e-books guaranteed positive attitudinal changes as well. Finally, based upon the results, a set of principles for selecting and designing e-books were concluded in terms of genre, length, difficulty, content and features. Stories, fairy tales and fables with 10 to 25 screen turns of medium level were popular, and so were the positive e-books with a clear theme or learning focus. As for the features, good e-books should simultaneously contain the five features mentioned earlier.