影響高中學生在學校圖書館的英文圖書借閱行為因素探討

Abstract

因應臺灣雙語國家的政策趨勢，作為語言學習的根基，英文閱讀能力愈發受重視。本研究以新北市某社區高中作為研究案例，調查學生在學校圖書館的英文圖書借閱行為，並探討其背後的影響因素，以及對圖書館閱讀推廣活動的相關意見。本研究採用實地調查研究法，對110學年度高一及高二學生進行問卷調查和半結構式訪談，共回收328份有效問卷，並依據問卷填答結果，整理歸納出有借閱與未借閱學生，共找來22位受訪者一對一訪談，以輔助量化資料解釋。研究結果顯示：（一）學生平時的英文閱讀時數偏少，閱讀素材大多以學校訂的英文雜誌和影音平台為主，學校圖書館的館藏使用率偏低。（二）影響學生借閱的主要因素包含「老師或課程要求」、「自我提升」、「借閱方便性」、「閱讀時間」以及「英文程度」。（三）圖書館可吸引借閱的主要措施包含「引導選書」、「設置獎勵」、「主題書展」。而依據本研究結果，提出建議如下：（一）定期舉辦英文閱讀能力檢測並籌備借閱獎勵。（二）設置班級書箱，推動共讀或鼓勵學生組成讀書會。（三）舉辦多元主題書展，或請有經驗的師生分享。According to the blueprint for Bilingual Nation 2030, English reading ability as a basic skill is getting more attention. A community high school in New Taipei City was adopted as a case to investigate the English book borrowing behavior of high school students in the school library, and explored the influencing factors, as well as their opinions on the library's reading promotion activities. This research adopted questionnaire surveys and semi-structured interviews to explore tenth and eleventh grade students’ opinions in the 110 Academic year. A total of 328 valid questionnaires were collected. According to the results of the questionnaires, the students who have borrowed and those who have not borrowed are sorted out. A total of 22 respondents were recruited for one-on-one interviews to assist in quantitative data interpretation. The research results are as follows: (1) Students usually spend less time reading in English. Most of the reading materials are English magazines and audio-visual platforms. The utilization rate of the school library collection is relatively low. (2) The main factors affecting students' borrowing include "teacher or course requirements", "self-improvement", "convenience of borrowing", "reading time" and "English proficiency". (3) The library's main measures to attract borrowing include "guiding book selection", "setting rewards", and " holding themed book fairs". The recommends of this study are as follows: (1) Regularly hold English reading ability tests and prepare borrowing rewards. (2) Set up class book boxes, promote shared reading or encourage students to form reading clubs. (3) Hold multi-theme book fairs, or invite experienced teachers and students to share.