摘要
本研究旨在探討雲端心智圖教學對台灣國中學生單字、閱讀理解力和英語學習的態度影響。研究對象為二十六位雲林縣一所國中九年級學生，含十二位男生與十四位女生。本研究以五本線上英語繪本為教學教材，並以Coggle線上心智圖軟體進行為期三周七堂課的心智圖教學。 研究者收集二十六位學生英文單字與閱讀理解前後測成績, 英語學習態度量表前後測及雲端心智圖使用態度前後測成績，並以SPSS軟體進行成對樣本T檢定。本研究的主要發現摘述如下:
1. 心智圖教學有助於增進單字學習力。
2. 心智圖教學有助於提升閱讀理解力。
3. 學生相信線上心智圖的使用有助於英文學習。
研究者並提出建議作為未來探討線上心智圖應用在英語單字或閱讀理解教學的教師或是教育工作者之參考。
關鍵字: 心智圖教學、單字與閱讀理解、學習態度、雲端心智圖

ABSTRACT
This study aimed to investigate the impact of mind mapping instruction on Taiwanese junior high school students’ vocabulary, reading comprehension and learning attitude toward reading and electronic mind mapping. Twenty-six 9th-grade participants from a junior high school in Yunlin County participated in the study. There were five online English story books as reading materials and the online mind mapping software “Coggle” was used. The procedure covered seven classes over a period of three weeks. The scores of pretests and posttests on vocabulary and reading comprehension, learning attitude questionnaire toward reading and electronic mind mapping were collected and analyzed by SPSS 20. The major findings of the present study were summarized as follows: 1. Mind mapping instruction was significantly effective in enhancing students’ vocabulary learning. 2. Mind mapping instruction was significantly effective in enhancing students’ reading comprehension. 3. Students believe that the usage of electronic mind mapping did help their English learning. Pedagogical implications and suggestions for teaching vocabulary and reading comprehension in EFL contexts were provided.

Keywords: Mind mapping instruction, vocabulary and reading comprehension,
learning attitude, electronic mind mapping

摘要i
ABSTRACT ii
ACKNOWLEDGEMENTS iii
TABLE OF CONTENTS iv
LIST OF TABLES vii
LIST OF FIGURES viii
CHAPTER ONE INTRODUCTION 1
1.1 Background and Motivation 1
1.2 Statement of the Problem 2
1.3 Purposes and Research Questions 3
1.4 Significance of the Study 4
1.5 Definition of Terms 4
1.5.1 Reading Comprehension 4
1.5.2 Learning Attitude 5
1.5.3 The Domains of Learning Attitude 5
1.5.4 Electronic Mind Mapping 6
1.5.5 Self-Efficacy 6
1.5.6 Cognitive Load 7
1.6 Organization of the Study 7
CHAPTER TWO LITERATURE REVIEW 9
2.1 Mind Mapping 9
2.1.1 The Definition of Mind Mapping 9
2.1.2 Benefits of Teaching with Mind Maps 11
2.1.3 Mind Mapping Instruction on Vocabulary Learning 13
2.1.4 Reading Comprehension 17
2.1.4.1 Reading Process 17
2.1.4.2 Mind Mapping Strategy in Teaching Reading Comprehension 18
2.2 Studies of Mind Maps on Learners' Learning Attitude toward Reading 24
2.2.1 Questionnaire of Learning Attitude toward Reading 27
2.3 Studies of Learners' Attitude toward Electronic Mind Maps 27
2.3.1 Questionnaire of Learning Attitude toward ELectronic Mind Maps 29
CHAPTER THREE METHODOLOGY 32
3.1 Research Design 32
3.2 Participants 32
3.3 Procedure 33
3.4 Instruments 36
3.4.1 Vocabulary and Reading Comprehension Test 36
3.4.2 Learning Atitude Questionnaire 37
3.4.3 Attitude Questionnaire toward Electronic Mind Mapping 37
3.4.4 Electronic Mind Mapping 39
3.5 Teaching Materials 41
3.6 Data Analysis 43
CHAPTER FOUR RESULTS AND DISCUSSIONS 44
4.1 Results for Research Question 1 44
4.1.1 Vocabulary Analysis for the Instruction on Electronic Mind Mapping 44
4.1.2 Reading Analysis for the Instruction of Electronic Mind Mapping 45
4.2 Ressults for Research Question 2 46
4.2.1 Students' Responses to Learning Attitude Questionnaire 47
4.2.1.1 Students' Cognitive Attitude on Reading 48
4.2.1.2 Students' Affective Attitude on Reading 50
4.2.1.3 Students' Explicit Behavior Attitude on Reading 51
4.3 Results for Research Question 3 53
4.3.1 Students' Responses to Attitude toward Electronic Mind Mapping 53
4.3.1.1 Students' Belief That Ability Can Grow with Efforts 54
4.3.1.2 Students' Belief That Ability Meets Specific Goals or Expectations 55
4.3.1.3 Intrinsic Cognitive Load 56
4.3.1.4 Extraneous Cognitive Load 57
4.3.1.5 Germane Cognitive Load 58
4.4 Discussions for Research Questions 59
4.4.1 Discussion for Research Question 1 59
4.4.2 Discussion for Research Question 2 59
4.4.3 Discussion for Research Question 3 61
CHAPTER FIVE CONCLUSIONS 62
5.1 Summary of the Major Findings 62
5.2 Pedagogical Implications 63
5.3 Limitations and Suggestions for Future Study 64
REFERENCES 67
APPENDICES 86
APPENDIX A Pretest Worksheet 1 86
APPENDIX B Posttest Worksheet 1 87
APPENDIX C Pretest Worksheet 2 88
APPENDIX D Posttest Worksheet 2 89
APPENDIX E Pretest Worksheet 3 90
APPENDIX F Posttest Worksheet 3 91
APPENDIX G Pretest Worksheet 4 92
APPENDIX H Posttest Worksheet 4 93
APPENDIX I Pretest Worksheet 5 94
APPENDIX J Posttest Worksheet 5 95
APPENDIX K Consent Paper 96
APPENDIX L The Learning Attitude Questionnaire 97
APPENDIX M Questionnaire on Electronic Mind Mapping 99
LIST OF TABLES
Table 2.1 Research of Using Mind Mapping to Vocabulary 16
Table 2.2 Research of Using Mind Mapping to Reading Comprehension 23
Table 2.3 Research of Mind Mapping on Learners’ Learning Attitude toward Reading 26
Table 2.4 Research of Learners’ Attitude toward Electronic Mind Maps 29
Table 3.1 The Overall Schedule 34
Table 3.2 One Detailed Lesson Plan 35
Table 3.3 Teaching Materials 42
Table 3.4 The Research Question, Instruments, and Research Design 43
Table 4.1 Results for the Vocabulary Test on the Instruction of Electronic Mind Mapping 45
Table 4.2 Results for the Reading Test on the Instruction of Electronic Mind Mapping 46
Table 4.3 Total Scores of Questionnaires of Pre- and Posttest in Students’ Responses to Learning Attitude 47
Table 4.4 Scores of Questionnaire of Three Domains in Students’ Responses to Learning Attitude 48
Table 4.5 Cognitive Attitude on Reading 49
Table 4.6 Affective Attitude on Reading 50
Table 4.7 Explicit Behavior Attitude on Reading 52
Table 4.8 The Total Scores of Questionnaires of Pretest and Posttest in Students’ Responses to Electronic Mind Mapping 53
Table 4.9 Students’ Belief That Ability Can Grow with Efforts 54
Table 4.10 Students’ Belief That Ability Meets Specific Goals or Expectations 55
Table 4.11 Students’ Intrinsic Cognitive Load on Electronic Mind Mapping 56
Table 4.12 Students’ Extraneous Cognitive Load on Electronic Mind Mapping 57
Table 4.13 Students’ Germane Cognitive Load on Electronic Mind Mapping 58

LIST OF FIGURES
Figure 3.1 Coggle Home Page 39

Figure 3.2 Clicking “Create” to Sign in 39

Figure 3.3 The Manipulation List 40

Figure 3.4 Saving Forms of PDF, and JPG 41

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Chinese
曾敏姿(2010)。概念構圖策略教學對國小五年級學生英語閱讀能力的影響(未出版之碩士論文)。國立臺北教育大學,臺北市。

曾婉玲（2015），「以學生觀點探討影響學思達教學法學習成效及學生參與翻轉教學的意圖」，中華大學資訊管理學系碩論文，未出版，新竹市。