政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/155592
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  全文筆數/總筆數 : 114409/145439 (79%)
造訪人次 : 53231090      線上人數 : 587
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜尋範圍 查詢小技巧：
  • 您可在西文檢索詞彙前後加上"雙引號"，以獲取較精準的檢索結果
  • 若欲以作者姓名搜尋，建議至進階搜尋限定作者欄位，可獲得較完整資料
    •  進階搜尋
    政大機構典藏 > 教育學院 > 期刊論文 >  Item 140.119/155592


    請使用永久網址來引用或連結此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/155592


    題名: Promoting different reading comprehension levels through online annotations
    作者: 曾聖翔
    Tseng, Sheng-Shiang;Yeh, Hui-Chin;Yang, Shih-Hsien
    貢獻者: 教育學院
    關鍵詞: reading comprehension levels;online annonations;online reading;different levels of reading
    日期: 2015-01
    上傳時間: 2025-02-05 16:14:13 (UTC+8)
    摘要: Previous studies have evaluated reading comprehension as the general understanding of reading texts. However, this broad and generic assessment of reading comprehension overlooks the specific aspects and processes that students need to develop. This study adopted Kintsch's Construction–Integration model to tap into reading comprehension at different levels and investigated how English as a foreign language (EFL) students benefit from online annotations to scaffold reading comprehension. Fifty EFL students participated in this study and the data collected included (1) the pre- and post-test assessments in reading comprehension levels, (2) the students’ online annotations on reading texts, and (3) the discussion transcripts from an online discussion forum. The results from the first two data sources (1 and 2) were the data-sets used to investigate the influence of the annotation types on reading comprehension levels. The third data source was the data-set used to probe into the process of how students benefited from annotation types to reach different levels of reading comprehension. Four types of online annotations were frequently used by the students while reading online, including (1) marking vocabulary, (2) adding Chinese explanatory notes to unknown vocabulary, (3) marking text information, and (4) adding summary notes to each paragraph. Different frequencies of using the four types of online annotations resulted in three different comprehension levels: surface-based, text-based, and situation-based levels. Marking vocabulary and adding Chinese explanatory notes helped scaffold the students' learning to achieve surface comprehension levels to facilitate recognition and meaning of unknown vocabulary. Marking text information and in particular, the adding of summary notes to each paragraph were the core annotations that helped students comprehend the online text in text-based and situation-based levels. EFL teachers can guide students to use online annotations to different extents in order to deepen their reading comprehension.
    關聯: Computer Assisted Language Learning, Vol.28, No.1, pp.41-57
    資料類型: article
    DOI 連結: https://doi.org/10.1080/09588221.2014.927366
    DOI: 10.1080/09588221.2014.927366
    顯示於類別:[教育學院] 期刊論文

    文件中的檔案:

    檔案 描述 大小格式瀏覽次數
    index.html0KbHTML19檢視/開啟


    在政大典藏中所有的資料項目都受到原著作權保護.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - 回饋