臺灣博碩士論文加值系統

一些致力於研究電腦輔助學習的學者建議整合圖片與文字可以幫助第二外語學習者，創造一個真實且具有互動功能的學習環境。本研究主要探討大學非英語學系的學生在網路學習的環境下，透過簡易句子註解、情境式圖片註解、以及簡易句子加情境式圖片等多媒體註解方式，來輔助大學生閱讀理解能力之影響。此外，本研究還調查學習者對本研究所使用的多媒體註解的效能以及對幫助閱讀理解的看法。本研究將以實驗方式進行，一百二十位非英語系的大一學生分成四組，其組別分別為一組控制組和三組實驗組－簡易句子註解組、情境式圖片註解組以及簡易句子和情境式圖片組。實驗組的學生可以自由點選多媒體註解，以輔助線上閱讀的過程。
閱讀之後，進行讀後回憶測試以及閱讀理解測試。學生對多媒體註解的態度與看法由問卷以及訪談得知。本研究的結果如下：
(1)當簡易句子與情境式圖片註解同時提供時，參與者在閱讀理解測試中表現最好。
(2)當簡易句子與情境式圖片註解同時提供時，參與者在讀後回憶測試中表現最好。
(3)大部分參與者對本實驗中所設計的線上多媒體註解都抱持著正面的態度與看法。依據本實驗的結果，可以用來解釋線上多媒體註解對於幫助學生閱讀理解能力的重要性。實驗結果也將對設計多媒體輔助教學以及未來研究提出建議。

Researchers of computer assisted language learning have suggested that integration of text and pictures can create an authentic and interactive environment for learning languages. However, how well non-English major college students comprehend the reading passage through multimedia annotations deserves more attention. The purpose of the present study was to investigate the effectiveness of different annotation modes in web-based learning environment. In addition, the participants’ attitudes and perspectives toward different multimedia annotation modes were also examined. The participants were 120 non-English major freshmen at a university in central Taiwan. All participants were assigned into four groups. The first group was the control group, and participants in this group read a text in the web-based environment without any annotation. The participants in Group Two comprehended the reading passage with the assistance of ten simplified text annotations. The participants in Group Three comprehended the reading passage with the assistance of ten text-related pictorial annotations. The participants in the Group Four utilized the assistance of text-picture combination annotation to facilitate the reading process. A multiple-choice reading comprehension test, a recall protocol test, a questionnaire, and an interview were adopted in this study.
The main findings from the present study are:
(1) Participants’ performance on the multiple-choice reading comprehension was better while reading with text-picture combination annotations in the web-based learning environment.
(2) Participants’ performance on the recall protocol test was better while reading with text-picture combination annotations in the web-based learning environment.
(3) Most participants had positive attitudes and perspectives toward multimedia annotations on comprehending the reading text in the web-based environment.
Results of the present study were of importance in explaining the effectiveness of different kinds of multimedia annotations. The pedagogical implications for multimedia design further discussed in the fifth chapter and some suggestions for future study were also drawn.

Chapter I. INTRODUCTION
1.1 Background of the Study...........1
1.2 Purposes of the Study.............4
1.3 Significance of the Study.........5
1.4 Research Questions................6
1.5 Definition of Terms...............6
1.6 Limitation of the Study...........8
1.7 Overview of the Study.............9

Chapter II. LITERATURE REVIEW
2.1 The Theoretical Background of Multimedia Processing ...........10
2.1.1 Generative Theory of Multimedia Learning to Second-Language learning...........................................................112.1.2 Dual-Coding Theory...........................................12
2.2 The Value and Effect of Multimedia Annotation..................13
2.3 The Process of Reading Comprehension...........................14
2.4 The Relationship between Annotations and Reading Comprehension.17
2.5 The Theoretical Foundation and the Components of Simplification.....................................................19
2.6 Visual and Verbal Effects in Second-Language Multimedia Learning...........................................................23
2.7 Summary........................................................24

Chapter III. METHODOLOGY
3.1 The Design of the Study........................................26
3.2 Participants...................................................29
3.3 Experimental Materials.........................................29
3.3.1 The Material: Hypertext Design with Multimedia Annotations...30
3.3.2 Instruments..................................................33
3.3.2.1 The Written Recall Protocol Test...........................33
3.3.2.2 The Multiple-choice Reading Comprehension Test.............34
3.3.2.3 The Questionnaire..........................................35
3.3.2.4 The Interview..............................................36
3.4 Scoring........................................................37
3.5 Procedure of the Study.........................................38
3.6 Data Analysis..................................................40
3.7 Reliability and Validity of the Multiple-choice Reading Comprehension Test andQuestionnaire................................41
3.8 Pilot Study ...................................................42
3.9 Summary........................................................46

Chapter IV RESULTS
4.1 Demographic Data of the Respondents ...........................47
4.2 The Result of the Participants’ Reading Comprehension..........49
4.2.1 The Result of Multiple-choice Reading Comprehension Test.....51
4.2.2 The Result of Recall Protocol Test...........................53
4.3 The Participants’ Perceptions of Different Modes of Multimedia Annotations........................................................56
4.3.1 The Result of the Perceptions of Simplified-text Annotations.56
4.3.2 The Result of the Perceptions of Text-related Pictorial Annotations........................................................58
4.3.3 The Result of the Perceptions of Multimedia Annotations......60
4.4 The Result of the Interview....................................63
4.5 Summary of the results.........................................65

Chapter V DISCUSSION AND CONCLUSION
5.1 Discussion of the Result.......................................66
5.1.1 Effects of Multimedia Annotations on Reading Comprehension.66
5.1.2 Participants’ Perceptions of the Effectiveness of Multimedia Annotations........................................................69
5.1.2.1 The Effects of the Simplified Text Annotations.............70
5.1.2.2 The Effects of the Text-related Pictorial Annotations......70
5.1.3.3 The Functions of the Multimedia Annotations................71
5.1.3.4 The Result of the Interview..........................................................72
5.2 Conclusion.....................................................74
5.3 Pedagogical Implications.......................................76
5.4 Suggestion for Future Study....................................77
REFERENCE..........................................................80
Appendix A: Multiple-choice Reading Comprehension Test.............87
Appendix B: Recall Protocol Test (Chinese Version) ................90
Appendix C: Recall Protocol Test (English Version) ................91
Appendix D: The Questionnaire......................................92
Appendix E: The Intervieew.........................................96
Appendix F: The Idea Units of the Written Recall Protocol..........97
Appendix D: The Questionnaire......................................92
Appendix E: The Interview..........................................96
Appendix F: The Idea Units of the Written Recall Protocol..........97
Appendix G: The Central Ideas of the Reading Text..................99
Appendix H: The Supporting Ideas of the Reading Text..............100
Appendix I: The Translation and the Detailed Scoring Criteria.....102
Appendix J: Simplified Text and Text-related Pictorial Annotations for Complicated Sentences.........................................104
Appendix K: An Example of One Student’s Recall Protocol with the Detailed Scoring..................................................108

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