漫畫引導國中生英文段落寫作之研究

Abstract

本研究目的乃以漫畫引導國中生英文段落寫作，並採IMSCI鷹架寫作模式，教導國中生認識英文敘事文寫作架構與敘事文寫作，同時提供學生寫作回饋以解決其語言問題，在進行二個階段的循環課程行動研究後，檢視學生英文段落寫作能力進步情形和教師專業成長。 本研究以國中八年級一個班級24名學生為研究對象，係以行動研究取向之寫作教學設計與實踐，採取質性觀察、半結構訪談、文件分析和量化寫作測驗評量前後測分析，從IMSCI鷹架寫作教學活動和寫作回饋實踐、學生學習成效和教師專業成長三個層面，探討漫畫引導國中生英文段落寫作課程和實施之成效。 本研究結果如下：一、漫畫使學生易於理解英文敘事文段落寫作架構，並能激發其寫作靈感。二、學生經驗IMSCI寫作教學與寫作回饋後，提升了英文敘事文段落寫作能力。三、IMSCI鷹架寫作教學與寫作回饋，有助教師發展寫作補救教學能力。四、營造如社交活動般或支持性寫作環境，可提升學生寫作參與度。This study aimed to investigate using comic books through integrating an IMSCI scaffolding writing model and implementing individual writing feedback to improve students English paragraph writing. The research design was action research which consists of two cycles, in which cycle 1 consisted of 8 units of IMSCI writing instruction and cycle 2 consisted of 3 units of narrative inquiry instruction. 24 eighth graders from one intact class in a junior high school in northern Taiwan were participants in this study. To gather the quantitative and qualitative data, instruments including pre- and post- writing tests, observation, semi-structured interview, students’ writing, and students’ feedback toward the IMSCI writing instruction and individual writing feedback were utilized in this study. The results of the study indicated that comic books provided a well-organized writing structure for the students and facilitated them to understand thenarrative writing structure better; furthermore, the implement of IMSCI writing instruction and individual writing feedback enhanced the students’ writing skills. The results also showed that after the implement of action research, the teacher or the researcher gained professional growth in remedial writing instruction. In addition, to build a social like or supportive writing classroom engaged students more in writing.