Loading...
|
Please use this identifier to cite or link to this item:
https://nccur.lib.nccu.edu.tw/handle/140.119/140748
|
| Title: | 數位閱讀對雙語國小學童英語閱讀動機、閱讀態度與閱讀頻率影響之研究
Investigating the Effect of E-reading on Bilingual Elementary School Students` Reading Motivation, Reading Attitude, and Reading Frequency of English Reading |
| Authors: | 徐秀慈
Hsu, Hsiu-Tzu |
| Contributors: | 李沛錞
Lee, Pei-Chun
徐秀慈
Hsu, Hsiu-Tzu |
| Keywords: | 數位閱讀
電子故事
閱讀態度
閱讀動機
閱讀頻率
E-reading
E-book
Reading attitude
Reading frequency
Reading motivation |
| Date: | 2022 |
| Issue Date: | 2022-07-01 16:39:14 (UTC+8) |
| Abstract: | 本研究之目的為探討數位閱讀，對於雙語國小學童閱讀行為之影響，包含英語閱讀動機、閱讀態度與閱讀頻率。運用線上數位閱讀資源（本研究提供四個英語閱讀網站）以及行動載具（平板電腦），涵蓋53 位雙語國小三年級學童為參與者，於課堂中施行10 週的數位閱讀，並進行以英語閱讀動機、閱讀態度與閱讀頻率為主軸之前測及後測，以分析學童進行數位閱讀對英語閱讀行為之影響，並輔以深度訪談，了解學生進行數位閱讀之感受，以及相關影響因素，透過整合量化與質化之研究方法進行驗證與探討。
本研究發現，數位閱讀活動能夠提升學童英語閱讀動機、閱讀態度、閱讀頻率，且學童對於數位閱讀活動大多抱持正面感想。根據本研究結論，研究者提出數位閱讀活動之實施建議與研究建議，以期提供未來的教學者與未來研究者作為參考。
The purpose of this study was to investigate the effects of E-reading on bilingual elementary school children`s reading behaviors, including reading motivation, attitude
and frequency. Online E-reading resources and mobile device were used, the total of 53 children participated. The pre- and post-test data was collected on reading motivation, reading attitude and reading frequency to determine the effectiveness of E-reading. Students were interviewed of reading motivation, reading attitude and reading frequency. The experiment is a further recommendation of how E-reading can be proceeded through the analysis of integrating quantitative and qualitative research results.
This study found that continuous E-reading can improve participants` English reading motivation, attitude and frequency. Based on the results of this research,researchers put forward specific implementation suggestions for E-reading activities to provide references for teachers and future researchers. |
| Reference: | 參考文獻
中文文獻：
卜小蝶(2013)。圖書資訊學學術研究。臺北市:五南
丁千珊(2011)。紙本童書與觸控式電子童書對兒童的閱讀成效與態度之影響(未出版之碩士論文)。國立臺灣師範大學設計研究所。
王梅玲(2013)。從電子書數位閱讀探討圖書館推廣策略。臺北市立圖書館館訊，30(4)， 9-24。
江璇娥(2007)。電子閱讀與紙本閱讀交互使用—淺析當前讀者最佳閱讀方式之取向-中國期刊全文數據庫。福建圖書館理論與實踐。
邵婉卿(2010)。政府出版品電子書行銷策略。圖書與資訊學刊，74， 75-88。
林生傳(2012)。教育心理學。台中市:五南。
林巧敏(2013)。由數位閱讀偏好 探討公共圖書館館藏發展。臺北市立圖書館訊，30(4)，25-44。
林巧敏(2011)。臺灣國小學童數位閱讀興趣與行為之調查分析。國家圖書館館刊，100 (2)，30-59。
林珊如(2010)。數位時代的閱讀: 青少年網路閱讀的爭議與未來。圖書資訊學刊，8(2)，25。
邱皓政(2002)。量化研究與統計分析。台北市:五南。
邱婉真(2010)。數位閱讀產業分工剖析。MIC產業情報研究報告。
吳婷婷(2013)。建置、應用與探討英語閱讀電子書系統結合引導機制之學習行為分析(未出版之碩士論文)。嘉南藥理科技大學資訊管理系。
吳玉玲(2015)。高雄市國小中年級學生閱讀行為、閱讀動機與閱讀態度之相關研究(未出版之碩士論文)。國立臺東大學教育學系。
洪蘭(2010)。腦神經科學家的人生大夢。載於彭蕙仙、蘇惠昭、陳紅旭、游常山(2010)採訪整理，閱讀是一輩子的事(頁 229-242)。臺北市:天下遠見。68。
洪淑芬(2014)。讓電子書支配我們、或讓我們支配電子書《下一波數位浪潮》讀後感。 全國新書資訊月刊，190，41-47。
洪雅莉(2011)。大學生網路使用與休閒閱讀行為關係之研究(未出版之碩士論文)。輔仁大學圖書資訊學系。
涂智皓(2012)。數位閱讀載具使用現況與閱讀績效之研究(未出版之碩士論文)。中央大學資訊管理學系。
馬森豪(2019)。英語漫畫書及繪本製作對於學生英文書籍閱讀態度與投入之影響(未出版之碩士論文)。中央大學網路學習科技研究所。
陸怡琮、賴素玲(2008)。提升閱讀動機的閱讀方案之設計與實施: 以一個國小二年級班級為例。屏東教育大學學報-教育類，31，39-72。
陳雅玲(2010)。國小師生對紙本書與電子書閱讀偏好與館藏需求之研究(未出版之碩士論文)。國立臺灣師範大學圖書資訊學研究所。
黃馨儀(2001)。國小學童閱讀動機量表之編製與相關研究(未出版之碩士論文)。臺南師範學院。
蔡清田(2011)。素養:課程改革的 DNA。台北市:高等教育。
蔡依芳(2010)。閱讀動機量表的信效度研究－以Wigfield的閱讀動機量表(未出版之碩士論文)。國立彰化師範大學。
康貝綺(2012)。網路動畫繪本對幼稚園兒童閱聽成效之影響(未出版之碩士論文)元智大學資訊傳播學系。
葉靜芬(2013)。兒童刊物電子化對閱讀效果之研究(未出版之碩士論文)。嶺東科技大學視覺傳達設計研究所。
郭展明(2010)。電子閱讀與電子學習的概況。啟思教學通訊，2，7-11。
張春興(2001)。現代心理學。台北市:東華。
楊惠菁(205)。國小學童對於不同媒體形式文本的閱讀理解比較-以紙本童書和電子童書為例(未出版之碩士論文)。國立臺東大學兒童文學研究所。
鄭水柔(2019)。家庭閱讀環境對國中生閱讀行為影響之研究（未發表之碩士論文）。國立臺灣師範大學圖書資訊學研究所。
鄭茂禎(2003)。e時代的閱讀與出版。全國新書資訊月刊，52，8-40。
劉佩雲、簡馨瑩、宋曜廷(2009)。國小學童閱讀動機與閱讀行為之相關研究。教育研究資訊， 11(6)， 135-158。
駱英豐(2017)。電紙閱讀器和閱讀。國家圖書館館訊，106(4)，27-32。
羅椉元(2006)。環境效率運用於台灣地區建築物性能評價之研究(未出版之碩士論文)。國立成功大學建築學系。
英文文獻：
Alexander, J. E., & Filler, R. C. (1976). Attitudes and reading. Newark, DE:International Reading Association.
Burk, R. (2001). E-book devivces and the market place: in search of customers.
Library Hi Tech, 19(4), 325-331.
Day, R. R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge: Cambridge University Press.
De Naeghel, J., Van Keer, H., Vansteenkiste, M., & Rosseel, Y. (2012). The relation between elementary etudents’ eecreational and academic reading motivation, reading frequency, engagement, and comprehension: A self-determination theory perspective. Journal of Educational Psychology, 104(4), 1006–1021.
Doty, D., Popplewell, S., & Byers, G. (2001). Interactive CD-ROM storybooks and young readers’ reading comprehension. Journal of Research on Computing in Education, 33(4), 374-382.
Druin, A., Weeks, A., Massey, S., & Bederson, B. B. (2007). Children`s interests and concerns when using the international children`s digital library: A four70
country case study.
International conference on digitalLibraries: Proceedings of
the 2007 Conference on Digital Libraries, 18(23), 167-176.
Duffy, G. G., & Roehler, L. R. (1993). Improving classroom reading instruction: A decision-making approach. New York: McGraw-Hill.
Dundar, H., & Akcayir, M. (2012). Tablet vs. paper: The effect on learners’ reading performance. International Electronic Journal of Elementary Education, 4(3),
441-450.
Efstathios, D., Dimitrios, C., Marta, J., François, C., Evmorfia B., Antonios, M., Miriam L., Raffael, R., Pauline,H., &Théo, M. (2019). Factors Affecting the
Acceptance of Electronic Books by the Readers. International Journal of Business and Economic Sciences Applied Research, l (12), 7-19.
Fathi, M. I.(2014). The effect of electronic books on enhancing emergent literacy skills of pre-school children. Computers & Education,70, 40-48.
Fishbein, M., & Ajzen, I.(1975). Belief, attitude, intention, and behavior: An introduction to theory and research. Reading, Massachusetts: Addison
Wesley.
Gambrell, L. B. (1996). Creating classroom cultures that foster reading motivation.The Reading Teacher, 50(1), 14-25.
Gettys, C. M., & Fowler, F. (1996). The relationship of academic and recreational reading attitudes school wide: A beginning study, ERIC Document Reproduction Service No. ED402568.
Greenlee-Moore, M. E. & Smith, L. L. (1996). Interactive computer software: the effects on young children’s reading achievement. Reading Psychology: An International Quarterly, 17, 43–64.
Gong, Z., & Levy, B. (2009). Four-year-old children’s acquisition of print knowledge during electronic storybook reading. Reading and Writing, 22, 889–905.
71.
Hirvela, A. (2004). Connecting reading & writing. The University of Michigan Press.
Hisrich, K., & Blanchard, J. (2009). Digital media and emergent literacy.Computers in the Schools, 26(4), 240-255.
Huang, L., & Lin, C. (2011). EFL learners’ reading on mobile phones. The JALT CALL Journal, 7(1), 61-78.
Hsin-chou Huang. (2012). E-reading and e-discussion: EFL learners` perceptions of an e-book reading program. Computer Assisted Language Learning, 26(3), 258-281.
Jeff, M., & Julie, A. (2011) The effect of print access on reading frequency. Reading Psychology, 22 (3).
Krashen, S.D. (2004). The Power of Reading: Insights from the research, libraries unlimited.
Lai, J., & Chang, C. (2011). User attitudes toward dedicated e-book readers for reading: The effects of convenience, compatibility and media richness. Online Information Review, 35(4), 558-580.
Larson, L. C. (2009). E-reading and e-responding: New tools for the next generation of readers. Journal of Adolescent & Adult Literacy, 53, 255-258.
Lee, J., & Schallert, D. L. (2014). Literate actions, reading attitudes, and reading achievement: Interconnections across languages for adolescent learners of English in Korea. The Modern Language Journal, 98(2), 553-573.
Logan, S., & Johnston, R. (2009). Gender differences in reading ability and attitudes: Examining where these differences lie. Journal of Research in Reading, 32(2),
199-214.
Mathewson, G. C. (1994). Model of attitude influence upon reading and learning to read. In R.B. Ruddell, M.R. Ruddell & H. Singer(Eds.),Theoretical models and processes of reading (4th ed.)(pp.1131-1161).Newark, Del.: International Reading Association.
Maynard., S & McKnight., C. (2001). Children`s comprehension of electronic books:On empirical study. New Review of Children`s Literature and Librarianship,7(1),29-53.
McKenna, M. C., Kear, D. J., & Ellsworth, R. A. (1995). Children’s attitudes toward reading: A national survey. Reading Research Quarterly, 30(4), 934-956.
McKnight, C., & Morris, A. (2007). Electronic Books: Children’s Reading and Comprehension. British Journal of Educational Technology, 38, 583-599.
Mol, S.E., and Bus, A.G. (2011). To read or not to read: a meta-analysis of print exposure from infancy to early adulthood. Psychological Bulletin, 137(2), 267-296.
Moody, A. (2010). Using electronic books in the classroom to enhance emergent literacy skills in young children. Journal of Literacy and Technology, 11(4), 22-52.
Mullis, I.V.S., Martin, M.O., Kennedy, A.M., and Foy, P. (2007). PIRLS 2006 International Report. IEA’s Progress in international reading literacy study in primary schools in 40 countries. TIMSS & PIRLS International Study Center,
Boston College, Chestnut Hill, MA.
Parham, C. (1995). CD-ROM storybooks revisited. Technology and Learning, 15(6),14-18.
Premkumar, G., and Bhattacherjee, A. (2008). Explaining information technology usage: A test of competing models. Omega, 36(1), 64-75.
Rezaei, M. (2010). Current theories about the adoption of information and communication technologies. Q. J. Comms. Res, 16(4), 63-93.
Wigfield, A., & Guthrie, J. T. (1997). Reading engagement: Motivation readers through I integrate instruction. Newark, DE: International Reading Association.
Wigfield, A., Guthrie, J. T., Perencevich, K. C., Taboada, A., Klauda, S. L., McRae, A., & Barbosa, P. (2008). Role of reading engagement in mediating effects of reading comprehension instruction on reading outcomes. Psychology in the Schools, 45(5), 432-445.
Unsworth, L. (2006). E-literature for children: Enhancing digital literacy learning.NewYork: Routledge.
Valentina, M., & Caterina, P. (2021). Effects of an extensive E-Book reading programme on middle school EFL students. Mobile Assisted Language Learning Across Educational Contexts. 18-20.
Yamashita, J. (2013). Effects of extensive reading on reading attitudes in a foreign language. Reading in a Foreign Language, 25(2), 248-263.
Zucker, T., Moody, A., & McKenna, M. (2009). The effects of electronic books on pre-kindergarten-to-grade 5 students’ literacy and language outcomes: a research synthesis. Journal of Educational Computing Research, 40, 47-87. |
| Description: | 碩士
國立政治大學
圖書資訊學數位碩士在職專班
109913006 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0109913006 |
| Data Type: | thesis |
| DOI: | 10.6814/NCCU202200562 |
| Appears in Collections: | [圖書資訊學數位碩士在職專班] 學位論文
|
Files in This Item:
| File |
Description |
Size | Format | |
|---|
| 300601.pdf | | 1557Kb | Adobe PDF2 | 167 | View/Open |
|
All items in 政大典藏 are protected by copyright, with all rights reserved.
|
