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研究生:陳泓諺
研究生(外文):Chen, Hung-Yen
論文名稱:線上英語閱讀課程設計: 臺灣學生對於翻轉教室之看法
論文名稱(外文):Designing an Online English Reading Course: EFL Learners’ Perceptions of a Flipped Classroom Approach
指導教授:黃馨週黃馨週引用關係
指導教授(外文):Huang, Hsin-Chou
口試委員:王鳳敏楊小慧
口試委員(外文):Wang, Feng-MinYang, Hsiao-Hui
口試日期:2016-06-16
學位類別:碩士
校院名稱:國立臺灣海洋大學
系所名稱:應用英語研究所
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:2015
畢業學年度:104
語文別:英文
論文頁數:107
中文關鍵詞:翻轉教室線上閱讀英語為外語學習者電腦輔助語言教學三階段閱讀策略
外文關鍵詞:Flipped Classroom ApproachOnline ReadingEFLComputer Assisted Language LearningThree-Phase Reading Approach
相關次數:
  • 被引用被引用:1
  • 點閱點閱:167
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  • 下載下載:16
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摘要 i
Abstract ii
Acknowledgements iii
Table of Contents iv
List of Figures vii
List of Tables viii

CHAPTER ONE INTRODUCTION 1
Background of the Study 1
Purpose of the Study 4
Significance of the Study 5

CHAPTER TWO LITERATURE REVIEW 7
Computer Assisted Language Learning 7
The Development of CALL 7
Distance Learning 8
Online Learning and Video-Based Instruction 10
The Flipped Classroom Approach 12
Definition of the Flipped Classroom 12
Benefits and Weaknesses 13
Empirical Studies of Using the Flipped Classroom Approach 14
Reading Theory 17
What is Reading? 17
Fluent Reading 18
L2 Reading Strategy 18
Schema Theory 19
Three-Phase Reading Approach 20
Teaching Reading in CALL 24
Online Reading 25

CHAPTER THREE METHODOLOGY 28
Setting 28
Participants 28
Reading Materials 31
The Design of the Lesson 33
Instruments 39
Questionnaires 39
Interview 43
Data Collections Procedures 44
Data Analysis Procedures 45

CHAPTER FOUR RESEARCH RESULTS 47
Students’ Perceptions toward the Flipped Reading Class 47
Students’ Perceptions toward Instructional Videos 47
Students’ Perceptions of the Flip Teaching in English Reading Class 50
Students’ Perceptions toward the Three-Phase Reading Activities 57

CHAPTER FIVE DISCUSSION AND CONCULSION 66
Overview of the Study 66
The Effects of Integrating Flip Teaching into English Reading Class 66
Instructional Videos Support Autonomous Learning 66
Enjoyment of Flip Reading Class with Student-Centered Learning 69
Three-Phase Reading Activities Support Reading 71
Pre-Reading Activities Involve Students in Lessons 71
During-Reading Activities Facilitate Understanding and Impression 72
Post-Reading Activities Review and Expand Knowledge 72
Students’ Suggestions toward the Flipped Reading Class 73
Pedagogical Implications 74
Limitations and Suggestions for Future Research 77
Conclusion 78

REFERENCES 79
APPENDIXIES 86
Appendix A: Reading Materials of Lesson 86
Appendix B: Background Questionnaire 99
Appendix C: Questionnaire for College EFL Students’ Flipped Classroom
Approach Perceptions (FCAP) 101
Appendix D: Interview Questions 105
Appendix E: Syllabus of Freshman English Class 106

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