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| Title: | 知識翻新活動對英語閱讀理解、焦慮及動機之影響
The Effects of Knowledge Building on Reading Comprehension, Reading Motivation and Reading Anxiety |
| Authors: | 葉晏瑜
Yeh, Yen-Yu |
| Contributors: | 洪煌堯
葉晏瑜
Yeh, Yen-Yu |
| Keywords: | 知識翻新活動
閱讀理解
閱讀焦慮
閱讀動機
Knowledge building activities
Reading comprehension
Reading anxiety
Reading motivation |
| Date: | 2019 |
| Issue Date: | 2019-07-01 11:06:41 (UTC+8) |
| Abstract: | 本研究的主要目的在探討知識翻新（knowledge building）活動融入英語閱讀教學對學生閱讀理解、閱讀焦慮、以及閱讀動機之影響。研究對象為台北市某國中九年級兩班學生：一班為實驗組（n=14），一班為控制組（n=17）。前者採用知識翻新活動融入教學，後者則使用分組合作教學。兩組學生皆使用相同的知識論壇（knowledge building）作為輔助課堂學習的線上平台。本研究之研究問題包含：（1）知識翻新活動融入英語閱讀教學對於提升學生閱讀理解的成效為何？（2）知識翻新活動融入英語閱讀教學是否能降低學生閱讀焦慮？（3）知識翻新活動融入英語閱讀教學能否引起學生較高的閱讀動機？（4）知識翻新活動融入英語閱讀教學是否能促進學生產出高品質的想法？（5）知識翻新與分組合作學習兩組學生在知識論壇上的活動情形有何差異？研究資料來源包括：（1）PIRLS閱讀測驗前後測；（2）閱讀焦慮量表前後測；（3）閱讀動機量表；（4）生活情境簡答題；與（5）平台貼文。資料分析方式採用共變數分析、相依樣本t檢定、獨立樣本t檢定、質化分析及行為順序檢定等。主要研究結果發現：（1）相較於分組合作學習組，知識翻新活動融入英語閱讀教學較能夠提升學生的英語深層閱讀理解；（2）知識翻新活動融入英語閱讀教學在降低學生英語閱讀焦慮上並無顯著效果；（3）知識翻新活動融入英語閱讀教學在引起學生英語閱讀動機上並無優於分組合作學習教學；（4）知識翻新組學生產出的想法在品質方面優於分組合作學習組學生；（5）知識翻新組學生在知識論壇中的貼文多與個人生活經驗相關且多元；然而分組合作學習組學生的貼文則較為單調，只侷限在文本內容的單字或文意。
The aim of this study was to investigate the effects of knowledge building activities on students` English reading comprehension, reading anxiety, and reading motivation. Participants in this study were two groups of ninth-grade students from a junior high school in Taipei. Knowledge building activities were integrated into English reading classes of the experimental group (n=14), while students in the control group (n=17) were engaged in a collaborative learning environment that highlights division of labor. Both groups of students used Knowledge Forum as an online platform to enhance their learning. The research questions of this study include: (1) what is the effect of integrating knowledge building activities into English reading classes on improving students` reading comprehension? (2) does the integration of knowledge building activities into English reading classes reduce students` reading anxiety? (3) does the integration of knowledge building activities into English reading classes arouse students` higher reading motivation? (4) does the integration of knowledge building into English reading classes help students produce high-quality ideas? (5) what are the differences between the two treatment groups of students` activities on knowledge Forum? Data sources include: (1) pre-and post-tests from PIRLS (Progress in International Reading Literacy Study) reading comprehension test; (2) pre-and post-tests from reading anxiety scale; (3) reading motivation scale; (4) essay questions related to life experience; and (5) posts on Knowledge Forum. Data were analyzed by one-way ANCOVA, paired t-test, independent samples t-test, qualitative analysis and behavior sequential analysis. The main findings are as follows: (1) compared with the control group (i.e., learning through collaborative learning that highlights division of labor), the integration of knowledge building activities into English reading classes leads to deeper levels of reading comprehension of students; (2) the integration of knowledge building activities into English reading classes shows no significant effect on reducing students` English reading anxiety; (3) the integration of knowledge building activities into English reading classes is not superior to collaborative learning environment in arousing students` English reading motivation; (4) the quality of the ideas produced by students in the experimental group is better than that of students in the control group; (5) most of the posts from the experimental group are diversified and related to personal life experiences of the students; however, the posts from the control group are monotonous and confined to discussion regarding the textbook vocabulary and the meaning of text content. |
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| Description: | 碩士
國立政治大學
教育學系
105152006 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0105152006 |
| Data Type: | thesis |
| DOI: | 10.6814/NCCU201900044 |
| Appears in Collections: | [教育學系] 學位論文
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