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研究生:許榕倫
研究生(外文):Hsu Jung-lun
論文名稱:網路讀書會對中學教師英語素養之效益研究
論文名稱(外文):Effects of an On-line Reading Club on the English Literacy of Secondary School Teachers
指導教授:張玉玲張玉玲引用關係
指導教授(外文):Ye-ling Chang
學位類別:碩士
校院名稱:國立高雄師範大學
系所名稱:英語學系
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:英文
論文頁數:132
中文關鍵詞:讀書會網路教學線上討論兒童文學
外文關鍵詞:network-assistedCALLinteractive writingcontent area readingreading clubadolescent literature
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本研究主旨在探討網路讀書會對中學教師英語素養之效益研究。特別是探討受試者對此線上機制之教學設計、介面設計及選讀青少年文學讀物的回應,並探討此線上機制對中學教師的英文閱讀寫作能力及興趣是否有助益,再針對受試者對此線上機制的反應及建議研究此機制在英語教學上的可行性。
本研究的實驗對象是六十八位在國立高雄師範大學英語教學碩士班進修的中學英語教師,所有參與實驗的教師在八個禮拜中閱讀五本指定的青少年文學讀物,每週從網路讀書會每本書之留言板的六個問題中,選擇兩個問題做線上回答,並於每本書之討論區中自訂主題寫下心得感想,再針對其他讀書會成員的心得感想做回應,每人至少需回應兩位成員的心得。此外讀書會成員尚可利用線上聊天室分享讀書心得,或是在好書推薦區中推薦良好之青少年讀物給讀書會成員。八個禮拜後,受試者在網路讀書會的回饋區留下參加網路讀書會的心得感想並回答一份線上問卷。研究者再針對這些問卷結果及心得感想做量化與質化分析。
本研究的主要發現如下:
1. 大多數的教師肯定網路讀書會中的教學設計,認為該設計對增進其英語閱讀及寫作能力有助益。
2. 大多數的教師對網路讀書會中的介面設計持肯定看法,認為該介面間的連結良好且各項功能都容易操作。
3. 大多數的教師喜歡所選讀之五本青少年文學讀物,並樂意在網路讀書中分享看完這些書的心得。
4. 大多數的教師認為參與網路讀書會使個人英語閱讀及寫作能力獲得提昇,且更有興趣學習英語。
5. 大多數參與本實驗的教師對於網路讀書會的功效皆抱持肯定的態度,並且樂於在英語教學活動中運用此機制。
根據以上研究結果,教師可以利用網路讀書會增進本身的英文能力,並進而利用網路謮書會為學生建構一個溝通式及合作式之英語學習環境。如此,教師及學生皆可成為網路讀書會之受惠者。
The purpose of the present study is to investigate the effects of the on-line reading club (OLRC) (http://140.127.41.55/chang-1/OLRC/default.asp) on the English literacy of secondary school teachers. Specifically, the teachers’ responses to the instructional design, the interface design, and the selected books of the OLRC are investigated. Teachers’ development of English literacy is explored. Moreover, teachers’ comments and suggestions for the OLRC are discussed.
The subjects of this study were 68 secondary school English teachers studying in the graduate program of English Department in NKNU (National Kaohsiung Normal University). All of the teachers of the OLRC had to read five selected books in the eight-week OLRC project. Each of them had to answer two of the six questions to every selected adolescent literature book on the Guestbook. Each of them also had to jot down one general response and two peer responses on the Discussion Board of every selected book. In addition, the teachers could chat with the other teachers in the system of Chat Room or recommend good books to the others in the system of Recommended Books in the OLRC. At the end of the project, the teachers were asked to jot down their responses to the OLRC on the system of Reflection Board and answer the on-line Questionnaire. After that, the teachers’ relevant responses were analyzed. Based on the quantitative and qualitative data analyses, the findings of the study are summarized as follows:
1. Most of the teachers expressed that the instructional design of the OLRC was helpful for their English reading and writing development.
2. Most of the teachers expressed that functions of the interface design of the ORLC was easy to use and the link of every function was good.
3. Most of the teachers liked the selected five adolescent literature books and were eager to discuss these books with one another.
4. Most of the teachers expressed that their English literacy was enhanced in the OLRC.
5. Most of the teachers showed positive attitude toward the OLRC and their willingness to apply what they had learned in the OLRC to their English instruction.
On the basis of the study findings, EFL teachers can promote their own English literacy in the OLRC. They also can promote their students’ English literacy by setting up an on-line communicative and cooperative English learning environment, such as the OLRC. Therefore, the implementation of the OLRC benefits both teachers and students in EFL instruction in distance education.
CHAPTER ONE INTRODUCTION Page
Background and Motivation 1
Purpose of the Study 5
Research Questions 6
Significance of the Study 6
Limitations of the Study 6
Definition of Terms 7
CHAPTER TWO REVIEW OF LITERATURE
Cooperative Learning and English Learning 11
Characteristics of Cooperative Learning 11
Advantages of Cooperative Learning 13
Content Area Reading and Adolescent Literature 15
Three Models of Reading 15
Three Basic Stages of the Reading Process 20
Questioning Strategies in Content Area Reading 23
Content Area Reading and Adolescent Literature 25
Interactive Writing and English Learning 29
Purpose of Writing 30
On-line Forum 32
Network-assisted Language Learning 33
The Role of the Network in NALL 33
Advantages of Using the Network in Language Learning 34
Reading Clubs 36
CHAPTER THREE METHODOLOGY
Subjects 38
Instruments 38
The Selected Books of the OLRC 39
The OLRC 39
The Questionnaire on Teachers’ Responses to the OLRC 44
Procedures 45
Data Analysis 48
A Quantitative Analysis 48
A Qualitative Analysis 48
CHAPTER FOUR RESULTS AND DISCUSSION
Introduction 50
Teachers’ Responses to the Instructional Design of the OLRC 50
Teachers’ Responses to the Guestbook in the OLRC 50
Teachers’ Responses to the Discussion Board in the OLRC 56
Teachers’ Responses to the Chat Room in the OLRC 64
Teachers’ Responses to the Reference Links in the OLRC 65
Teachers’ Responses to the Recommended Books in the OLRC 67
Teachers’ Responses to the Help in the OLRC 68
Teachers’ Responses to the Interface Design of the OLRC 70
Teachers’ Responses to the Selected Books of the OLRC 75
Teachers’ General Responses 75
Teachers’ Specific Responses 76
Teachers’ Self-evaluation of English Literacy in the OLRC 78
Teachers’ Development of Reading Interest and Ability 78
Teachers’ Development of Writing Interest and Ability 80
Teachers’ Comments and Suggestions for the OLRC 82
Teachers’ Positive Comments on the OLRC 82
Teachers’ Negative Comments on the OLRC 84
Teachers’ Suggestions for the OLRC 87
CHAPTER FIVE CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
Conclusions 92
Implications 95
Suggestions 97
REFERENCES 99
Appendix A: The Interface Design of the OLRC 114
Appendix B: Reference Links of Every Selected Book of the OLRC 123
Appendix C: Six Questions of Every Selected Book of the OLRC 126
Appendix D: The Questionnaire on Teachers’ Responses to the OLRC 129
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