臺灣博碩士論文加值系統

根據「學生能力國際評量計劃」(PISA)的結果顯示，與亞洲他國學生相較之下，台灣學生的閱讀表現較為落後，尤其是在反思以及評鑑的部分。根據研究指出，閱讀策略使用可有效幫助學生於閱讀過程中解決所遇到之閱讀困難及障礙。有別於過去的閱讀策略教學，本研究運用QR codes設計於閱讀策略教學提供學習者同步練習閱讀策略的機會並且協助學習者進行自律學習，可自我選擇學習閱讀策略。因此，本研究目的在於探究運用QR codes設計於閱讀策略教學對於學生閱讀理解能力之影響。
本研究受試者為43位來自南台灣一所大學的學生，受試者被分為實驗組以及控制組。實驗組的受試者進行運用QR codes設計之閱讀策略教學活動，而控制組的受試者則進行傳統式的閱讀教學活動。藉由為期五週的教學活動，受試者學習及練習特定的閱讀技巧。本研究屬於混合方法研究，藉由「任務型閱讀策略問卷調查」以及閱讀理解能力測驗結果收集量性資料，並且藉由半結構型面談收集質性資料。研究者針對閱讀理解能力，閱讀策略使用以及受試者對於此教學活動之感受進行探究調查。
經由研究結果顯示，運用QR codes設計進行閱讀策略教學，顯著提升了本實驗受試者的閱讀理解能力。在透過閱讀策略教學之後，實驗組的受試者也開始培養自己在英語閱讀上高思維技巧以及思考模式。而經由閱讀策略教學後，兩組的受試者也有了不同的閱讀策略使用，受試者開始能利用所學之不同的閱讀策略，在閱讀過程中發展自律閱讀的能力。

Reading performance of Taiwanese students is weaker compared to other Asian students, especially in reflection and evaluation aspects based on the results of PISA. As proposed from the previous studies, reading strategies are goal-oriented, specific behaviors and thoughts that readers generate to deal with comprehension difficulties. Compared to the previous strategic reading instruction, the strategic reading instruction with the QR codes support provided simultaneous practice of the reading strategies and helped the learners develop their self-regulated competence to learn or choose to learn the certain reading strategies. This current study aimed to investigate the effects of strategic reading instruction with the QR codes support on learners’ reading comprehension and their reading strategy use.
A total of 43 undergraduate students from a university in southern Taiwan were involved in this study. The participants were divided into two groups, the experimental group with the QR codes support and the control group without the QR codes support. Both groups of the participants attended a five-week instructional intervention to learn and practice reading techniques with and without the QR codes support. Based on a mixed-methods research, the current study collected quantitative data from Task-based Reading Strategy Inventory (Task-based RSI) and reading comprehension assessment, and qualitative data from semi-structured interviews. Hence, the participants’ reading comprehension, reading strategy use and perception were investigated after the intervention.
Compared to the traditional strategic reading instruction, the participants in the group with the QR codes support made a significance progress on their reading comprehension. Moreover, the participants started to cultivate their higher thinking process and try to switch their thinking patterns in English reading after receiving strategic reading instruction with the QR codes support. Further, the participants from both groups also developed self-regulated capacity in their reading process after they received strategic reading instruction.

English Abstract i
中文摘要 iii
Acknowledgement iv
List of Tables ix
List of Figures x
Chapter One: Introduction 1
Purpose of the Study 3
Research Questions 4
Significance of the Study 4
Definition of Key Terms 5
Overview of the Study 6
Chapter Two: Literature Review 7
Strategic Reading 7
Reading comprehension. 7
Strategic reading instruction. 9
Computer-Assisted Language Learning (CALL) in Reading 12
Technology-enhanced reading. 13
QR codes in reading. 15
Chapter Three: Methodology 17
Participants 17
Stage one: instructional intervention. 18
Stage two: semi-structured interview. 23
Materials 24
Paper print reading materials. 24
Designed content of the QR codes. 25
“QR codes Scan” application software. 31
Instructional Intervention 32
Instruments 35
Task-based reading strategy inventory. 35
Reading comprehension assessment. 43
Semi-structured interview. 43
Research Procedure 44
Data Collection 46
Data Analysis 47
Chapter Four: Results 49
Results of Reading Comprehension 49
Results of Reading Strategy Use 51
Results of group with the QR codes support. 51
Results of group without the QR codes support. 52
Perception for Strategic Reading Instruction with the QR Codes Support 53
Findings of high participation with the QR codes support. 54
Findings of low participation with the QR codes support. 58
Findings of high participation without the QR codes support. 59
Findings of low participation without the QR codes support. 61
Summary of the Results 62
Chapter Five: Discussion 64
Effect of Strategic Reading Instruction on Reading Comprehension 64
Reading Strategy Use 66
Higher thinking in reading. 66
Thinking patterns in reading tasks. 67
Self-regulated reading process. 68
Attitude and learning motivation. 69
Pedagogical Implication 70
Limitation of the Study 71
Conclusion 72
References 74
Appendices 80
Appendix A Background Survey 80
Appendix B Paper Print Reading Material with the QR Codes Support 82
Appendix C Sample Content of QR Codes Design 83
Appendix D Lesson Description (with the QR Codes Support) 86
Appendix E Paper Print Reading Material without the QR Codes Support 89
Appendix F Lesson Description (without the QR Codes Support) 91
Appendix G Task-Based Reading Strategy Inventory 94
Appendix H Connection between Reading Techniques and Reading Strategies 99
Appendix I Questions for Semi-Structured Interview 101

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