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Title:	結構式筆記分享對於英語閱讀理解成效及閱讀焦慮感之影響研究 The Effects of Sharing Note on English Reading Comprehension and Reading Anxiety
Authors:	簡璐嘉 Chien, Lu-Chia
Contributors:	陳志銘 Chen, Chih-Ming 簡璐嘉 Chien, Lu-Chia
Keywords:	SOAR 結構化筆記筆記分享認知風格 SOAR method Note sharing Cognitive styles
Date:	2018
Issue Date:	2018-10-01 12:23:43 (UTC+8)
Abstract:	本研究針對八年級三十九位學生，採用Kiewra (2005) 提出的SOAR結構化筆記，探討結構化筆記分享對於英語閱讀理解及英語閱讀焦慮感的影響。實驗組共十七位學生，待閱讀英語文章後，開始製作筆記，並於閱讀他人筆記後，進行自我筆記的修改。控制組共二十二位學生，待閱讀英語文章後，進行筆記製作而無分享及觀看他人筆記行為。實驗結果: 1. 結構化筆記分享能提升英語閱讀理解力。 2. 結構化筆記分享能提升場獨立的學習者的英語閱讀理解力。 3. 結構化筆記分享能提升低先備知識學習者的英語閱讀理解力。 4. 結構化筆記分享能降低場獨立的學習者的英語閱讀焦慮感。基於上述研究結果，本研究亦針對英語教學者提出相關建議與後續研究的方向。 This study investigated the effects of sharing SOAR method study note, which were proposed by kiewra (2005), on English reading comprehension and English reading anxiety for EFL Grade 8 students. Thirty-nine students participated in SOAR method note making after reading English material online. They were separated into a control group (N=22), which were not allowed to share or read their peers’ note after making their note, and an experimental group (N=17), which were permitted to read their peers’ note and revise their own note after the note-making activity. The results indicate that students in the experimental group who shared the note outperformed those in the control group who did not share their note. Also, students with field-independent cognitive style or with low prior knowledge who shared the note with their peers made more progress than those with field-independent cognitive style or with low prior knowledge who did not share the note with their peers. In addition, students with field-independent cognitive style who shared the note with their peers had lower anxiety than those with field-independent cognitive style who did not share any notes. Limitations and instructional suggestions were also discussed in the final conclusion.
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Description:	碩士國立政治大學圖書資訊學數位碩士在職專班 99913015
Source URI:	http://thesis.lib.nccu.edu.tw/record/#G0099913015
Data Type:	thesis
DOI:	10.6814/THE.NCCU.ELIS.014.2018.A01
Appears in Collections:	[E-learning Master Program of Library and Information Studies] Theses

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