英語線上共讀課程的實施歷程之研究-以深圳地區小學生為例

Abstract

本研究旨在探究英語分級讀本應用於線上共讀課程的推廣歷程，分析學童英語閱讀興趣的變化，並歸納教學者在實施歷程中的專業成長。研究對象為中國深圳市公立小學中年級的十二位EFL學童，採行動研究法（PAOR, Plan-Act-Observe-Reflect），歷經四回行動循環，運用訪談與英語閱讀興趣量表，從潛在、現實、文本、任務與知識興趣五大構面進行前後測與質性分析。研究結果顯示：（一）本研究依據PAOR模式，建構具回應性與循環性的英語分級讀本線上共讀課程系統，強調動態調整與持續優化的教學機制；（二）透過系統化的詞彙預教、多元語言支架及同儕合作學習，能協助提升學童閱讀理解能力與學習動機，對中成就學童有較多的影響；（三）面對遠距教學環境中技術限制與師生互動不足，教學活動結合視覺輔助、任務導向及即時互動工具，提升線上參與度與教學實效；（四）教學者經由持續反思與實踐，深化數位教學能力與策略敏感度，促進英語閱讀推廣品質與策略的持續優化；（五）部分學童由閱讀參與者轉化為閱讀分享者，展現成為閱讀領導者的潛能，進而促進閱讀社群的持續發展。基於此，本研究建議未來英語線上共讀課程應重視差異化教材設計、多層次語言支援及多元互動策略，並強化數位教學平台功能與支持系統，進一步促進EFL學童持久的閱讀興趣及英語閱讀素養。This study aims to explore the implementation process of English graded readers in an Online Co-Reading Class, examine changes in students’ English reading interest, and summarize the professional growth of the instructor during the implementation. The participants were twelve mid-grade EFL students from a public primary school in Shenzhen, China. Employing the PAOR (Plan-Act-Observe-Reflect) action research approach over four action cycles, the study used interviews and an English reading interest scale to conduct pre- and post-tests as well as qualitative analyses based on the five dimensions of reading interest: Intrinsic, Extrinsic, Text, Task, and Knowledge Interest.The results indicate that: (1) following the PAOR model, this study constructed a responsive and cyclical Online Co-Reading Class system for English graded readers, emphasizing dynamic adjustments and continuous optimization of teaching mechanisms; (2) through systematic vocabulary pre-teaching, diverse language scaffolds, and peer collaborative learning, students’ reading comprehension and learning motivation were enhanced, with greater impacts observed among medium-achieving students; (3) to address the limitations of technology and insufficient teacher-student interaction in the remote learning environment, teaching activities integrated visual aids, task-oriented designs, and real-time interactive tools, increasing online participation and teaching effectiveness; (4) the instructor, through ongoing reflection and practice, developed stronger digital teaching competence and strategic sensitivity, leading to the continuous improvement of English reading promotion strategies and quality; (5) some students transformed from reading participants into reading sharers, demonstrating potential as reading leaders, thereby fostering the sustainable development of the reading community.Based on these findings, the study recommends that future Online Co-Reading Classes in English should emphasize differentiated materials design, multi-level language support, and diversified interactive strategies. Furthermore, it is crucial to enhance the functionality and support of digital teaching platforms to promote sustained reading interest and English reading literacy among EFL learners.