Loading...
|
Please use this identifier to cite or link to this item:
https://nccur.lib.nccu.edu.tw/handle/140.119/51712
|
| Title: | 檔案評量對EFL學生閱讀學習之成效
The effects of the portfolio assessment on EFL learners’ reading performance |
| Authors: | 張斐華 |
| Contributors: | 余明忠
Yu, Ming Chung
張斐華 |
| Keywords: | 閱讀檔案評量
閱讀策略教學
精熟學習
Reading Portfolio Assessment
Reading Strategy Instruction
Mastery Learning |
| Date: | 2010 |
| Issue Date: | 2011-10-14 14:42:09 (UTC+8) |
| Abstract: | 本論文旨在探討閱讀檔案評量結合閱讀策略教學對於中台灣低成就國中生的影響。本研究對象為兩名八年級國中生，在七年級時因段考成績被學校歸為低成就組。這兩名學生上學期的英語成績平均相近，上課參與度高，作業確實繳交。
本研究採用Li (2008)與Yang (2007)針對國中基本學力測驗英語閱讀測驗題型提出之六大分類：確認文章主旨、引導正確結論、導出暗示推論、猜測字詞意義、尋找細部資訊、找出字詞指涉，並將此分類納為閱讀策略教學之目標。學生必須遵照閱讀檔案評量進度表，在接受閱讀策略教學同時，透過讀書心得練習策略，並透過閱讀檔案進行自評。研究為期十七週，每週一節課。為求完整了解學生閱讀與學習行為改變，並探究閱讀檔案評量結合閱讀策略教學之成效，本研究除蒐集學生閱讀檔案，亦施行仿全民英檢閱讀測驗，發放問卷，和學生進行面談，並觀察學生學習狀況。
本研究發現閱讀檔案評量結合閱讀策略教學能夠幫助低成就國中生精熟閱讀策略及提高閱讀成效。即使學生在進行檔案評量前後，對自己使用閱讀策略的認知和實際進行檔案評量的表現有所出入，學生於閱讀時進行選擇、反省、分享之情形仍較進行檔案評量前增加，充分體現檔案評量的精神。而學生閱讀行為之改變均符合Benson (2003)所談之促進學習自主原則。一旦學生學習自主性增加，學習動機隨之提高，學習反應良好，也同時負起學習責任(Cameron, 2007; Chen, 2004; Sarwar, 2002; ÜSTÜNLÜOGLU, 2009)。
本研究因此建議教育部基測委員會不應該僅以單選題型式來測驗學生閱讀能力，而應該嘗試其他題型。此外，本研究也建議英語教師設計適合學生的閱讀教材，或訂出學生閱讀分級讀本的規則，並建議編者把閱讀檔案評量與閱讀策略教學融入課本中。而按學生個別差異進行適性及彈性的調整仍有其必要性，以期發揮檔案評量結合策略教學對於學生閱讀表現之最大成效。
The present study aims to investigate the effects of reading portfolio assessment (RPA) and reading strategy instruction on the junior high low achievers in central Taiwan. Participants in the present study were two eighth graders who were identified as low achievers according to their performance in monthly exams when in the seventh grade. They had something in common: having similar English average scores last semester, taking active participation in class, and finishing assignments by due dates.
According to Li’s (2008) and Yang’s (2007) categorization of reading strategies, the Basic Competence Test (BCT) English reading comprehension tests are designed based on the following six reading strategies— identifying the main idea, drawing correct conclusions, drawing implications and inferences, determining the meaning out of the context, finding the detailed information, and finding the targets of the references. Following the RPA syllabus, the participants received reading strategy instruction, practiced the strategies through journals, and assessed themselves through reading portfolios. The observation took one class period every week for 17 weeks. With the help of simulated General English Proficiency Test (GEPT) reading comprehension tests, questionnaires, reading portfolios, conferences, and observations, the findings of the present study showed the participants’ change in reading/learning behaviors and the effectiveness of RPA/reading strategy instruction.
The results indicated that RPA and reading strategy instruction may make the junior high low achievers master reading strategies and perform well in reading. Even though there is inconsistence between their understanding of their strategy use before RPA and their actual performance during RPA, they thoroughly show Katz and Johnson-Kuby’s (1996) three elements of portfolio assessment with increase in selection, reflection, and sharing when reading. The changed reading behaviors correspond to Benson’s (2003) principles for fostering learner autonomy; because of increased learner autonomy, they raise their learning motivation, have positive learning response, and take responsibility for their learning (Cameron, 2007; Chen, 2004; Sarwar, 2002; ÜSTÜNLÜOGLU, 2009).
At last, the present study suggested that the BCT committee consider trying more diverse ways to test reading ability, rather than focusing only on single choice questions. Furthermore, this study suggested that English teachers design reading materials suitable for students or set up a system to get students to read higher level books, and that textbook editors include RPA and reading strategy instruction. Meanwhile, editors and teachers have to keep in mind that personal and diverse adjustments are permitted in order to have the best effectiveness on students’ learning of reading, as long as the adjustments follow guidelines for RPA. |
| Reference: | Anderson, N. J. (1991). Individual differences in strategy use in second language reading and testing. Modern Language Journal, 75, 460-472.
Apple, M. & Shimo, E. (2004). Learners to teacher: portfolios, please! Perceptions of portfolio assessment in EFL classrooms. The Interface between Interlanguage, Pragmatics and Assessment: Proceedings of the 3rd Annual JALT Pan-SIC Conference, 53-58.
Atherton, J. S. (2010). Piaget’s developmental theory. Learning and Teaching. Retrieved December 15, 2010 from http://www.learningandteaching.info/learning/piaget.htm
Auerbach, J. C. & Paxton, D. (1997). Not the English thing? Bring reading research into the ESL classroom. TESOL Quarterly, 31(2), 237-261.
Benson, P. (2003). Learner autonomy in the classroom. Practical English Language Teaching, 290-305. New York: McGraw-Hill Book Company.
Benson, P. (2001). Teaching and Researching Autonomy in Language Learning, 14. Harlow: Pearson Education Limited.
Betz, P. (1995). Nationally validated on the way to SUCCESS in reading and writing with EPSF program development and evaluation goals and studies. Peotone, IL: on the Way to SUCCESS in Reading and Writing with EPSF.
Billmeyer, R. (1996). Teaching Reading in the Content Areas: If Not Me, Then Who? Teacher’s Manual. Longmont: Sopris West.
Bloom, B. S. (1984). The 2 sigma problem: the search for methods of group instruction as effective as one-to-one tutoring. Educational Researcher, 13(6), 4-16.
Block, J. H. (1974). Schools, Society, and Mastery Learning. New York: Holt, Rinehart and Winston, Inc.
Brindley, G. (2003). Classromm-based assessment. Practical English Language Teaching, 310-326. New York: McGraw-Hill Book Company.
Brown, H. D. (2003). Language Assessment: Principles and Classroom Practices. New York: Pearson Longman ESL.
Cameron, P. (2007). Learner autonomy in a film-based classroom. Selected Papers from the 1s tNational Conference on College English: Issues and Trends,1.
Cassim, F. A. K. (2009). The language portfolio and language organizer: an examination using the European language portfolio as an example. English Teaching e-Quarterly, 34.
Chamot, A. U. & O’Malley, J. M. (1994). The CALLA Handbook. Reading, MA: Addison-Wesley.
Chang, C. C. (2003). Diagnosing English learning for junior high school students by portfolio assessment. Master Thesis. National Kaohsiung Normal University.
Chang, Y. R. & Chang, J. Y. (2003). The effects of multiple-intelligence-based
teaching and portfolio assessment on English learning achievement, learning
motivation, and class climate in English class of junior high school. Journal of
Educational Psychology, 34(2), 199-220.
Chapelle, C., Grabe, W., & Berns, M. (1997). Communicative Language Proficiency: Definition and Implication for TOEFL 2000. TOFEL Monograph Series, MS-10. Princeton, NJ: ETS.
Chen, C. Y. (2004). Effects of cooperative learning on L2 listening. Selected Papers from the Thirteenth International Symposium and Book Fair on English Teaching, 259-267. Taipei: Crane Publishing Company, Limited.
Chen, W. R. (2000). 精熟學習法在補救教學的應用研究. Retrieved December 15, 2010 from http://content.edu.tw/primary/sp_edu/td_fh/good03.htm
Chen, Y. M. (1999). A portfolio approach to EFL university writing instruction.
Proceedings of the 16th National Conference on English Teaching and Learning
in the Republic of China, 313-332. Taipei: Crane Publishing Co.
Chen, Y. M. (2006). EFL instruction and assessment with portfolios: a case study in Taiwan. Asian EFL Journal Quarterly, 8(1), 69-96.
Coady, J. (1979). Apsycholinguistic model of the ESL reader. Reading in a Second Language, 5-12. Rowley, MA: Newbury House Publishers.
Collette, A. T. & Chiappetta, E. L. (1989). Science Instruction in the Middle and Secondary Schools. 2nd ed. Columbus, OH: Charles E. Merrill Publishing Company.
Council of Europe. (2001). Common European Framework of Reference for Language: Learning, Teaching, Assessment. Cambridge: Cambridge University Press.
Csikszentmihalyi, M. (1997). Finding Flow. New York: Basic Books.
Cunningham, G. K. (1998). Assessment in Classroom: Constructing and Interpreting Texts. London: Falmer Press.
Dam, L. (1995). Learner Autonomy 3: from Theory to Classroom Practice, 6. Dublin: Authentik.
Delett, J. S., Barnhardt, S., & Kevorikian J. A. (2009). A framework for portfolio assessment in the foreign language classroom. Foreign Language Annals, 34(6), 559-568.
Dudley, M. (2001). Portfolio Assessment: when bad things happen to good ideas. English Journal, 90, 6.
Ediger, M. (2001). Reading and the curriculum. Retrieved December 15, 2010 from
http://eric.ed.gov/PDFS/ED455496.pdf
Education Development Center. (2008). Assessment strategies using reading portfolios. Retrieved December 15, 2010 from http://www.diigo.com/cached?url=http://www.literacymatters.org/adlit/ assessment/portfolios.htm
Emery, C. & Csikszentmihalyi. M. (1982). The socialization effects of cultural role models in ontogenetic development and upward mobility. Child Psychiatry and Human Development, 12, 3-19.
Ferris, A. R. (1998). Student attitudes towards portfolios to encourage journal reading. Paper presented at the 106th Annual Convention of the American Psychological Association, San Francisco, CA.
Gardner, T. (2003). A daily DEAR program: drop everything, and read! Newark, DE: ReadWriteThink, International Reading Association.
Genesee F. & Upshur J. .A. (1996). Classroom Based Evaluation in Second Language
Education. Cambridge: Cambridge University Press.
Gillet, J. W. & Richards, H. C. (1979). Reading comprehension test performance and hierarchical classification. Paper presented to the Educational Resource Information Center, University of Virginia.
Gottlieb, M. (1995). Nurturing student learning through portfolios. TESOL Journal, 5(1), 12-14.
Grabe, W. & Stoller, F. (2001). Reading for academic purposes: guidelines for the ESL/EFL teacher. Teaching Englsih as a Second or Foreign Language, 3rd ed., 187-203. Boston, MA: Heinle & Heinle.
Hansen, J. (1992). Literacy portfolios: helping students know themselves. Educational Leadership, 49, 66-68.
Hetterschieidt, J., Pott, L., Russell, K., & Tchang J. (1992). Using the computer as a reading portfolio. Educational Leadership, 49, 8.
Hu, G. (2002). Potential cultural resistance to pedagogical imports: the case of communicative language teaching in China. Language Culture and Curriculum, 15(2), 93-105.
Huang, S. C. (2004). Washback Effects of the Basic Competence English Test on EFL Teaching in Junior High School in Taiwan. Thesis. National Yunlin University of Science & Technology.
Huerta-Macias, A. (1995). Alternative assessment: response to commonly asked questions. TESOL Jounal, 5(1), 8-11.
Huitt, W. (1997). Cognitive development: applications. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved December 15, 2010 from http://www.edpsycinteractive.org/topics/cogsys/piagtuse.html
Huitt, W. & Hummel, J. (2003). Piaget’s theory of cognitive development. Educational Psychology Interactive. Valdosta State University. Retrieved December 15, 2010 from http://www.edpsycinteractive.org/topics/cogsys/piaget.html
Hung, F. M. (2005). The study of the junior high school advisors’ transformational leadership, classroom atmosphere and learning motivations – The students of junior high school in Taipei as an example. Master Thesis. Ming Chuan University.
Jalkio, J. A. & Greene, C. S. (2004). Evaluation of the accuracy and effectiveness of portfolio based student self-assessment. Proceedings of the 2004 American Society for Engineering Education Annual Conference and Exposition.
Katz, C. A. & Johnson-Kuby, S. A. (1996). Like portfolios for assessment. Journal of Adolescent & Adult Literacy, 39, 6.
Kawai, Y., Oxford R. L., & Iran-Nejad A. (2000) Sources of internal self-regulation with a focus on language learning. The Journal of Mind and Behavior, 21, 45-60.
Khattri, N. & Sweet, D. (1996). Assessment reform: promises and challenges. In M. B. Kane & R. Mitchell, Implementing Performance Assessment: Promises, Problems, and Challenges, 1-21. Hillsdale, NJ: Erlbaum.
Krashen, S. D. (2004). The Power of Reading: Insights from the Research. 2nd ed. Taipei: Psychological Publishing Co., Ltd.
Kulik, C., Kulik, J., & Bangert-Drowns, R. (1990). Effectiveness of mastery learning programs: a meta-analysis. Review of Educational Research, 60(2), 265-306.
Laberge, D. & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 95, 3-21.
Larsen-Freeman, D. (1987). From unity to diversity: twenty-five years of language-teaching methodology. English Teaching Forum, 25(4), 2-9.
Lazear, D. (1999). Multiple Intelligence Approaches to Assessment. Zephyr Press.
Lazear, D. (1999). Eight Ways of Teaching: the Artistry of Eight Ways of Teaching with Multiple Intelligences. 3rd ed. Skylight Training & Publishing Inc.
Lee, S. Y. & Krashen, S. (1997). Writing apprehension in Chinese as a first language. ITL: Review of Applied Linguistics, 115-116, 27-37.
Li, D. Z. (2009). 從基測題組之評量指標討論如何進行閱讀教學. English Express, 8, 1-5. Taipei: Kang Hsuan Educational Publishing Group.
Lin, C. M. (2007). Reading portfolio assessment: the case of Taiwan EFL learners. PASAA, 41, 33.
Lin, J. Y. R. (2009). Portfolio assessment in an EFL junior high school classroom— an action research. Master Thesis. Ming Chuan University.
Linn, R. L. & Gronlund, N. E. (1995). Measurement and Assessment in Teaching. New Jersey: Prentice-Hall.
Little, D. (2005). The common European framework and the European language portfolio: involving learners and their judgments in the assessment process. Language Testing, 22, 321-336.
Liu, Y. C. (2001). 國中基本學力測驗之後— 高級中學多元入學方案的反思與檢視.訓育研究, 40 (1), 63-67.
Liu, Y. & Stewart, L. E. (2009). 歷屆基本學力測驗英語科試題詳解. Learning Publishing Co., Ltd.
Lustig, K. (1996). Portfolio Assessment: a Handbook for Middle Level Teachers. Columbus, OH: National Middle School Association.
Mueller, J. (2006). Authentic assessment toolbox. Retrieved December 15, 2010 from http://jonathan.mueller.faculty.noctrl.edu/toolbox/whatisit.htm
Nunan, D. (1995). Language Teaching Methodology: a Textbook for Teachers,228-248. Prentice Hall.
Nunan, D. (1999). Second Language Teaching and Learning, 89. Heinle & Heinle Publishers.
Nuttal, C. (1996). Teaching Reading Skills in a foreign language. London: Heinemann.
Olshavsky, J. E. (1977). Reading as problem solving: an investigation of strategies. Reading Research Quarterly, 12, 654-674.
Oxford, R. L. (1990). Language Learning Strategies: What Every Teacher Should Know. Boston: Heinle & Heinle.
Oxford, R. L. (1996). Language Learning Strategies around the World: Cross-cultural
Perspectives. National Foreign Language Resource Center. Manoa, HI: University of Hawaii Press.
Oxford, R. L. (2001). Language learning styles and strategies. Teaching Englsih as a Second or Foreign Language, 3rd ed., 359-366. Boston, MA: Heinle & Heinle.
Park-Oh, Y. Y. (1994). Self-regulated strategy training in second-language reading: its effects on reading comprehension, strategy use, reading attitudes, and learning
styles of college ESL students. Ph. D. Dissertation. University of Alabama.
Porter, R. & Samovar, L. (1994). An introduction to intercultural communication. Intercultural Communication: a Reader, 7th ed., 4-26. Belmont, CA: Wadsworth Publishing Company.
Prince George’s County Public Schools. (2010). Reading across the curriculum. Retrieved December 15, 2010 from http://www.pgcps.pg.k12.md.us/~elc/readingacross.html
Pressley, M. (1998). Reading Instruction that Works. New York: Guilford Press.
Ravitch, D. & Finn, C. (1987). What Do Our 17-year-olds Know? New York: Harper & Row.
Robbins, S. & others. (1995). Negotiating authority in portfolio classrooms: teachers’ use of assessment theory to critique practice. Action in Teacher Education, 17(1), 40.
Rosenbloom, J. (1995). Using a portfolio in a middle school with students who
have literacy problems: the trade that paid. Retrieved December 15, 2010 from http://www.prehall.com/literacy_portfolios/pdf/chapter4.pdf
Sarig, G. (1987). High-level reading in the first and in the foreign language: some comparative process data. In J. Devine & others (Eds.), Research in Reading in English as a Second Language. Washington: TESOL.
Sarwar, Z. (2002). Research on project-based learning to facilitate learner autonomy. Retrieved December 15, 2010 from http://www.hayo.nl/lapi/zakia_sarwar.doc
Scharer, R. (2000). European Language Portfolio: Final Report on the Pilot Project. Strasbourg: Council of Europe.
Shih, Y. H., Chou, C. T., Chen, S. J, Zhu, H. M., Chen, C. Y., & Ye X. N. (1999). 九年一貫英語科教學與評量模式. Retrieved December 15, 2010 from
http://www.taps.tyc.edu.tw/english/education/information01. htm
Shu, F.J. (2010). 國中生英語的日常運用能力弱. Education．Parenting Family Lifestyle, 10, 14.
Singer, S. (1993). Portfolio assessment in foreign language. Document Reproduction Service No. ED 368 197.
Song, B. & August, B. (2002). Using portfolios to assess the writing of ESL students: a powerful alternative? Journal of Second Language Writing, 11, 49-72.
Strickland, D. S. & Morrow, L. M. (1989). Emerging literacy: young children learn to read and write. Newark, Del.: International Reading Association.
Teng, S. C. (2005). Implementing portfolio assessment in senior high school EFL classroom. Master Thesis. National Chengchi University.
Ushioda, E. & Ridley, J. (2002). Working with the European Language Portfolio in Irish Post-primary Schools: Report on an Evaluation Project. Dublin: Trinity College, Centre for Language and Communication Studies.
ÜSTÜNLÜOGLU, E. (2009). Autonomy in language learning: do students take responsibility for their learning. Journal of Theory and Practice in Education, 5(2), 148-169.
Viera, F. (1994). Teaching for autonomy. Practical English Teaching, 14( 3), 19-21.
Wang, Y. J. (2002). A study of portfolio assessment in an EFL junior high school. Master Thesis. National Chung Cheng University.
Wolf, D. P. (1989). Portfolio assessment: sampling student work. Educational Leadership, 46(7), 35-39.
Yang, C. Y. (2007). An analysis of the English reading comprehension tests in the Basic Competence Test and the instruction of the reading skills and strategies in class. Master Thesis. National Chengchi University.
Yawkey, T. D. & others (1994). Literacy and biliteracy approaches: academic excellence P.I.A.G.E.T. comes alive. Reading Improvement, 31(3), 130.
Yip, M. (2005). Implementing the portfolio assessment in the elementary school EFL classroom: an action research. Master Thesis. National Taipei University of Education.
You, H. L. (2004). Analysis of the Basic Competence English Test for Junior High School. Thesis. National Yunlin University of Science & Technology. |
| Description: | 碩士
國立政治大學
英語教學碩士在職專班
96951008
99 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0096951008 |
| Data Type: | thesis |
| Appears in Collections: | [英語教學碩士在職專班] 學位論文
|
Files in This Item:
| File |
Size | Format | |
|---|
| 100801.pdf | 7239Kb | Adobe PDF2 | 1601 | View/Open |
|
All items in 政大典藏 are protected by copyright, with all rights reserved.
|
