政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/99683

政大典藏 > College of Foreign Languages and Literature > Department of English > Theses > Item 140.119/99683

Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/99683

Title:	九年級生使用英語電子繪本之可供性探究 - 以新北市一所私立中學為例 Affordance Of English Electronic Picture Books For The Ninth Graders - A Case Study In A Private High School In New Taipei City
Authors:	許瀞文 Hsu, Ching Wen
Contributors:	黃怡萍 Huang, Yi Ping 許瀞文 Hsu, Ching Wen
Keywords:	可供性英語電子繪本分享閱讀廣泛閱讀 affordance electronic English picture books shared reading extensive reading
Date:	2016
Issue Date:	2016-08-03 13:29:26 (UTC+8)
Abstract:	本研究旨在探討九年級學生對於在英文課使用英語電子繪本的看法。本研究不僅探索學習者在閱讀英語電子繪本學習過程中認定的可供性，並縱向觀察學習者在時間軸下的英文認知和情意面項變化以及探究造成此變化背後原因，藉此以期盼提出適切的應用方法。本研究採用質性個案研究。研究對象為新北市某私立中學兩名九年級學生。這兩名個案學生就讀研究者某一任教班級。教學研究者運用英語電子繪本為媒介進行每月一次為期四個月的閱讀課程。每次英文閱讀課程先後分成兩部分：（1）分享閱讀，教學者分別運用不同程度的多媒體英語電子繪本進行閱讀教學活動。（2）廣泛閱讀，教學者依照不同多媒體程度，提供學習者相關電子網站，讓學習者能自選閱讀材料。研究者透過問卷、半結構式訪談、刺激回憶法、自我回饋表、課室錄影觀察等蒐集資料。研究結果顯示學習者藉由與教學者互動、與同儕互動、與閱讀材料和評量互動增進英語電子繪本教學閱讀。透過此三種可供性相互作用下，讓學習者在認知面向（包括聲韻覺識、聽覺衝擊、字彙建構、閱讀理解、跨界讀寫能力）以及情意面向（包含興趣、動機、自信和自主性）助於英語學習。雖然閱讀中不同多媒體程度的電子繪本帶給學習者在認知以及情意面相皆有正向及負向變化過程，但三項可供性仍持續運作並促進英語學習。因此本研究建議在課堂帶領學生運用英語電子繪本教學時，教學者須注意提供學習者鷹架後，視學生學習情形而轉換教學角色，讓學習者能自主閱讀與學習。此外，教學者須提供學習者更多課堂時間自我閱讀，並且可依造學習者英文能力和學習態度調整其座位。再者，教學者可活絡教學活動，增加使用英語電子繪本教學方法，例如小組討論、競賽遊戲、角色扮演、讀者劇場、戲劇演出等。此外，建議教學者能融入英語教學課程規劃，讓學習者能利用正規課堂更充裕時間去浸潤在英語電子繪本內學習英文，並提供貼近學生真實生活和程度的英語電子繪本，增加學生英文閱讀與學習機會。最後，本研究亦提供教師教學現場以及未來研究方向之建議。 This research aims to investigate how the ninth graders’ perspectives towards the implementation of English electronic picture books in English class. In particular, it explores not only the affordance perceived by learners in the process of reading electronic English picture books but also observes learners’ cognitive and affective changes of English learning across time. Adopting a qualitative case study design, this research recruited two Taiwanese male ninth graders from one class in a private high school in New Taipei City taught by the teacher researcher. This class was taught how to read electronic picture books once a month for four months. Every reading class was divided into two parts: (1) in shared reading, the instructor guided reading through employing an electronic English picture book with distinct levels of multimedia features (a total of four picture books were used); (2) in extensive reading, the instructor provided leaners with websites where there were different electronic English picture books for learners to choose so that they could read materials autonomously. The data collected for the research included questionnaires, semi-structured interviews, stimulated recalls, student written feedback, and classroom observations. The important findings are listed as follows. First, learners’ English was facilitated through interaction with the instructor, the peers, and the reading materials and assessment. Second, through the interdependent function of the three affordances, learners have changed in the presence of cognitive domain (phonological awareness, auditory impact, lexical development, and trans-literacy) and affective domain (interest, motivation, confidence and autonomy). Although there were positive and negative changes in the reading process of the implementation of electronic English picture books with different multimedia levels, the three affordances functioned consistently, fostering English learning. Based on the research findings, six pedagogical suggestions are provided. First, the two participants advised to incorporate electronic picture books English reading into English curriculum so that learners would have more chances for being immersed in electronic English picture books when learning English in regular courses. Second, it is necessary for instructors to provide learners with electronic English picture books close to their real life and corresponding to their levels, which is helpful in increasing learners’ opportunities of English reading and learning as well. Third, the instructors were advised to change their roles according to learners’ learning conditions. Fourth, the instructors should provide learners more self-reading time in class. Fifth, they could arrange seats according to leaners’ English proficiency and learning attitude. Sixth, the instructors could activate teaching activities with electronic English picture books, such as small-group discussions, competitions, role-play, reader’s theater, and dramas.
Reference:	Adam, N., & Wild, M. (1997). Applying CD-ROM interactive storybooks to learning to read. Journal of Computer Assisted Learning, 13, 119-132. Anderson - Inman, L., Horney, M., & Anderson-Inman, L. (1997). Electronic Books for Secondary Students. Journal of Adolescent & Adult Literacy, 40(6), 486-491. Arnold, A. P. (2009). The organizationl-activational hypothesis as the foundation for a unified theory of sexual differentiation of all mammalian tissues. Journal of Hormones and Behavior, 55, 570-578. Asraf, R. M., & Ahmad, I. S. (2003). Promoting English language development and the reading habit among students in rural schools through the Guided Extensive Reading. Reading in a Foreign Language, 15, 83-102. Barnes, D. (2008). Exploratory talk for learning. In N. Mercer & S. Hodgkinson (Eds.) Exploring talk in school. Los Angeles: SAGE Blake, J., Macdonald, S., Bayrami, L., Agosta, V., & Milian, A. (2006). Book reading styles in dual-parent and single-mother families. British Journal of Educational Psychologym, 76(3), 501-515. Bloom, B. (1953). Thought processes in lectures and discussions. Journal of General Education, 7, 160-169. Bloom, B. (1954). The thought processes of students in discussion. In S. J. French (Ed.), Accent on teaching: Experiments in general education (pp.23-46). New York: Harper. Boone, R., & Higgins, K. (2003). Reading, writing, and publishing digital text. Remedial and Special Education, 24, 132-140. Boyd, M. (2012). Planning and realigning a lesson in response to student contributions. The Elementrary School Journal, 113, 25-51. Bruner, J. (1975). From communicating to language: A psychological perspective. Cognition, 3, 255-287. Buckleitner, W. (2011). The children`s e-book: Revisited. Children`s Technology Review, 19(1), 6-12. Bus, A. G., Verhallen, M., & de Jong, M. T. (2009). How onscreen storybooks contribute to early literacy. Multimedia and literacy development: Improving achievement for young learners, 153-167. New York, NY: Routledge. Bus, A., & de Jong, M. (2012). Additions to electronic books for beginning readers that support interest, comprehension, and reading fluency. Paper presented at the SIG-IT Symposium II conducted at the American Educational Research Association Annual Meeting, Vancouver, British Columbia, Canada. Cahill, M., & McGill‐Franzen, A. (2013). Selecting “app” ealing and “app” ropriate book apps for beginning readers. The Reading Teacher, 67(1), 30-39. Carson, Lorna. The Role of Drama in Task-Based Learning: Agency, Identity, and Autonomy. Scenario Journal. Vol VII, Issue 2, 2012 Carspecken, P.F. (1996). Critical ethnography in educational research: A theoretical and practical guide. New York: Routledge. Chen, M. L. (2001). The Study on the Reading Behavior of Taipei Municipal Junior High School Students. Unpublished master’s thesis. National Chengchi University, Taipei, Taiwan. Chera, P., & Wood, C. (2003). Animated multimedia " talking books" can promote phonological awareness in children beginning to read. Learning and Instruction, 13, 33-52. Chu, M. L. (1995). Reader response to interactive computer books:Examining literary responses in a non-traditional reading setting. Reading Research and Instruction, 34, 352-366. Ciampa, K. (2012). Improving grade one students’ reading motivation with online electronic storybooks. Journal of Educational Multimedia and Hypermedia, 21(1), 5-28. Cohen, E. G., & Lotan, R. A. (1985). Teacher as supervisor of complex technology. Theory into Pracitice, 24(2), 78-84. Costello, B., & Kolodziej, N. J. (2006). A Middle School Teacher`s Guide for Selecting Picture Books. Middle School Journal, 38(1), 27-33. Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (2nd ed.). Upper Saddle River, NJ: Pearson. Davis, C. (1995). Extensive reading:An expensive extravagance? ELT Journal, 49, 329-336. Day, D., & Lloyd, M. M. (2007). Affordances of online technologies: More than the properties of the technology. Australian Educational Computing, 22(2), 17-21. Day, R., & Bamford, J. (1998). Extensive Reading in the Second Language. New York: Classroom. Cambridge University Press. Day, R., & Bamford, J. (2002). Top ten principles for teaching extensive reading. Reading in a Foreign Language, 14, 136-141. de Jong, Ester J. (2012). Teacher discourse and peer interaction in linguisitcally diverse classrooms. In Bogum Yoon & Hoe Kyeung Kim (Eds.), Teachers’ roles in second language learning: classroom applications of sociocultural theory (pp. 191-212). Charlotte, North Carolina: Information Age Publishing, Inc. de Jong, M. T., & Bus, A. G. (2003). How well suited are electronic books to supporting literacy? Journal of Early Childhood Literacy, 3(2), 147-164. de Jong, M. T., & Bus, A. G. (2004). The efficacy of electronic books in fostering kindergarten children`s emergent story understanding. Reading Research Quarterly, 39(4), 378-393. Doty, D. E., Popplewell, S. R., & Byers, G. O. (2001). Interactive CD-ROM storybooks and young readers` reading comprehension. Journal of Research on Computing in Education, 33, 374-384. Ester, J. (2012). Teacher discourse and peer interaction in linguistically diverse classrooms. Teachers` roles in second language learning: Classroom applications of sociocultural theory, 191. Eisenhardt, K. M. 1989. Building theories from case study research. Academy of Management Review 14 (4): 532-50. Fry, E. (1991). Ten best ideas for reading teachers. Menlo Park, Calif.: Addison-Wesley. Garner, R., Gillingham, M.G., & White, C.S. (1989). Effects of "seductive details" on macroprocessing and microprocessing in adults and children. Cognition and Instruction, 6(1), 41-57. Gass, S. M., & Mackey, A. (2000). Simulated recall methodology in second language research. Mahwah, NJ: Lawrence Erlbaum Associates. Gibson, J.J. (1979). The ecological approach to visual perception. Hillsdale, NJ: MIT Press Gibson, E.j. & Pick, A.D. (2000). An Ecological Approach to Perceptual Learning and Development, Oxford University Press, Oxford. Goodman, Kenneth S. (1967). Reading: a psycholinguistic guessing game. Journal of the Reading Specialist, 6 (1), 126-135. Grimshaw, N., Dungworth, S., McKnight, C., & Morris, A. (2007). Electronic books: Children`s readinng and comprehension. British Journal of Educational Technology, 38, 583-599. Herazo, J. D., & Donato, Richard. (2012). Mediating meaning in interaction: Researching the connection between professional development and teacher practice. In B. Yoon & H. K. Kim (Eds.), Teachers’ roles in second language learning: Classroom applications of sociocultural theory (pp. 19-40): Information Age Publishing. Hibbing, A. N., & Rankin-Erickson, J. L. (2003). A picture is worth a thousand words: Using visual images to improve comprehension for middle school struggling readers. The reading teacher, 56(8), 758-770. Ho, Y. C. (2002). A Study of Meaning Construction by Children in Reading Picture Storybooks. Unpublished master’s theses. National Chiayi University, Taipei, Taiwan. Hoffman, J. L., & Paciga, K. A. (2014). Click, swipe, and read: sharing e-books with toddlers and preschoolers. Early Childhood Education Journal, 42(6), 379-388. Hsu, S. Y. (2005). E-story Books into Cooperative English Reading for Children. Unpublished master’s theses. National Chiayi University, Taipei, Taiwan. Hung, M. C. (1999) The new reading model of Electronic Storybooks and its affect to children`s reading (Unpublished master`s thesis). National Taitung University, Taitung, Taiwan. Huang, M. L. (2004). A Study of Interface Icons Design in “Electronic Children`s Book" upon Children`s Reading Attitude. Unpublished master’s theses. Chung Yuan Christian University, Taipei, Taiwan. Huang, P. J. (2004). Reading Process in Young EFL Learners: Cues and Miscues. Unpublished master’s theses. National Taipei University of Education, Taipei, Taiwan. Huang, Y. P., & Jhuang, W. T. (2015). Affordance of English-medium instruction contexts in Taiwan. Taiwan Journal of TESOL, 12(1). Huang, Y. W. (1996). The Design and Implementation of a Script Language and Playback System for 3D Electronic Story Book. Unpublished master’s theses. National Chiao Tung University, Taipei, Taiwan. Jacob, E., Rottenberg, L., Patrick, S., & Wheeler, E. (1996). Cooperative learning: Context and opportunities for acquiring academic English. TESOL Quarterly, 30(2), 253-280. Jeong, H. (2012). A comparison of the influence of electronic books and paper books on reading comprehension, eye fatigue, and perception. The Electronic Library, 30(3), 390-408. doi:doi:10.1108/02640471211241663 Ju, P. Z. (2003). A Comparative Study of Elementary School Students’ Reading Comprehension and Reading Attitude toward Electronic Storybooks and Traditional Storybooks. Unpublished master’s theses. National Taichung University of Education, Taipei, Taiwan. Kagan, S. (1986). Cooperative learning and sociocultural factors in schooling In C. F. Leyba (Ed.), Beyond language: Social and sociocultural factors in schooling language minority students (pp. 231-298). Los Angeles: Evaluation, Dissemination and Assessment Centre, California State University. Kashihara, A., Sakamoto, M., Hasegawa, S., & Toyoda, J. (2001). Interactive History with Learning Affordance for Knowledge Construction in Web-based Learning. In World Conference on Educational Multimedia, Hypermedia and Telecommunications (Vol. 2001, No. 1, pp. 885-890). Kennewell, S. (2001). Using affordances and constraints to evaluate the use of information and communications technology in teaching and learning. Journal of Information Technology for Teacher Education, 10, 1&2, 101-116 Kim, D., & Hall, J. K. (2002). The role of an interactive book reading program in the development of second language pragmatic competence. The Modern Language Journal, 86, 332-348. Kim, M., & Kim, T. Y. (2013). Same environment, different affordances: Ecological analysis of four different learners in a university context. English Language and Literature Teaching, 19(1), 133-155. Korat, O. (2010). Reading electronic books as a support for vocabulary, story comprehension and word reading in kindergarten and first grade. Journal of Computers & Education, 55(1), 24-31. Korat, O., & Shamir, A. (2004). Do Hebrew electronic books differ from Dutch electronic books? A replication of a Dutch content analysis. Journal of Computer Assisted Learning, 20(4), 257-268. Korat, O. Shamir, A. (2007). Electronic books versus adult readers: Effects on children`s emergent literacy as a function of social class. Journal of Computer Assisted Learning. 23(3), 248-259. Korat, O., & Shamir, A. (2008). The educational electronic book as a tool for supporting children`s emergent literacy in low versus middle SES groups. Journal of Computers &Education, 50(1), 110-124. Krashen, S. D. (1985). The input hypothesis: Issues and implications. London: Longman. Labbo, L. D. (2000). Twelve things young children can do with a talking book in a classroom computer center. The Reading Teacher, 542-546. Labbo, L., D. (2009). "Let`s do the computer story again, Nana": A case study of how a 2-year-old and his grandmother shared thinking spaces during multiple readings of an electronic story. In A.G. Bus & S. B. Neuman (Eds.), In Multimedia and literary development: Improving achievement for young learners (pp. 196-210). New York, NY: Routledge. Labbo, L. D., & Kuhn, M. R. (2000). Weaving chains of affect and cognition: A young child`s understanding of CD-ROM talking books. Journal of Literacy Research, 32(2), 187-210. Larson, L. C. (2010). Digital Readers: The Next Chapter in E-Book Reading and Response. The Reading Teacher, 64(1), 15-22. doi:10.1598/RT.64.1.2 Lee, C. L. (2003). Promoting reading comprehension ability and vocabulary learning through collaborative strategic reading. Unpublished master’s theses. National Taipei University of Education, Taipei, Taiwan. Lefever-Davis, S., & Pearman, C. (2005). Early readers and electronic texts: CD-ROM storybook features that influence reading behaviors. The Reading Teacher, 58, 446-454. Leonard-Barton, D. (1990). A dual methodology for case studies: Synergistic use of a longitudinal single site with replicated multiple sites. Organization Science 1 (3): 248-66. Lewin, C. (2000). Exploring the effects of talking book software in UK primary classrooms. Journal of Research in Reading, 23, 149-157. Lin, W. L. (2002). The investigation of young children’s responses to picture books and electronic children books. Unpublished master’s theses. National Taiwan Normal University, Taipei, Taiwan. Lin, Y. J., & Lin, C. C. (2012). E-Book Features That Adolescent English Learners inTaiwan Favored. Taiwan Journal of TESOL, 9(1), 53-88. Lincoln, YS. & Guba, EG. (1985). Naturalistic Inquiry. Newbury Park, CA: Sage Publications. Liu, C. F. (2006). The effects of Electronic Storybook Instruction on English Word Recognition Performance, Vocabulary Cueing Usage & Learning Attitudes of EFL Elementary School Students (Unpublished master`s thesis). National Hsinchu University of Education, Hsinchu, Taiwan. Livingstone, C. (1983). Role play in language learning. Harlow: Longman. Long, M. H., & Porter, P. A. (1985). Group work, interlanguage talk, and second language acquisition TESOL Quarterly, 19(2), 207-228. Lubke, J., McGill-Franzen, A., & Cahill, M. (2012, November). Animated e-books: Useful for teachers and instructional for children? Paper session presented at the Annual Conference of the Literacy Research Association, San Diego, CA. Lynch-Brown, C., & Tomlinson, C. M. (2005). Essentials of children`s literature (5th ed.). Boston: Ally & Bacon. Martin-Beltrán., M. (2012). How do teachers participate, mediate, and intervene in the co-construction of language knowledge during learner interactions? In B. Yoon & H. K. Kim (Eds.), Teachers’roles in second language learning: Classroom applications of sociocultural theory (pp. 99-118): Information Age Publishing. Matthew K. I. (1996). The impact of CD-ROM storybooks on children`s reading comprehension and reading attitude. Journal of Educational Multimedia and Hypermedia, 5, 379-394. Mayer, R. E. & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38, 43-52. McArthur, D., Adamson, L. B., & Deckner, D. F. (2005). As stories become familiar: Mother-child conversations during shared reading. Merrill Palmer Quarterly: Journal of Developmental Psychology, 51(4), 389–411. McGroarty, M. (1989). The benefits of cooperative learning arrangements in second language. NABE Journal, 13(2), 127-143. Mercer, N. (1995). The Guided Construction of Knowledge: talk amongst teachers and learners. Clevedon: Multilingual Matters. Meyer, C. B. (2001). A case in case study methodology. Field methods, 13(4), 329-352. Miles, M. B., & Huberman, A. M. (1994). And expanded sourcebook: Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage Publications. Moody, A. K., Justice, L. M., & Cabell, S. Q. (2010). Electronic versus traditional storybooks: Relative influence on preschool children`s engagement and communication. Journal of Early Childhood Literacy, 10(3), 294-313. Neuman, S. B. (2009). The case for multimedia presentations in learning. Multimedia and literacy development: Improving achievement for young learners, 44-56. Nunan, D. (1992). Research methods in language learning. London: Longman. Okolo, C. & Hayes, R. (1996). The impact on animation in CD-ROM books on students` reading behaviors and comprehension. Paper presented at the Annual International Convention of the Council for Exceptional Children, Orlando, FL. Paasche-Orlow M.K., Taylor, H.A., & Brancati, F.L. (2003). Readability standards for informed consent forms as compared with actual readability. N Engl J Med, 348 (8): 721-726. Parsons, R. D. & Brown, K.S. (2002). Teacher as reflective practitioner and action researcher. Belmont, CA, Wadsworth/Thomson Learning. Pica, T., Lincoln-Porter, F., Paninos, D., & Linnell, J. (1996). Language learner`s interactions: How does it address the input, output, and feedback needs for L2 learners. TESOL Quarterly, 30(1), 59-84. Reinking, D., & Schreiner, R. (1985). The effects of computer-mediated text on measures of reading comprehension and reading behavior. Reading Research Quarterly, 536-552. Ricci, C. M. (1998). Children’s Memory and Comprehension for a Story: Comparison of Audio, Audio-visual, and Interactive CD-ROM Media Presentation. (Doctoral Dissertation, University Massachusetts Amherst, 1998). Dissertation Abstracts International, 109. Roskos, K., & Brueck, J. (2009). The e-book as a learning object in an online world. In A. Bus & S. Neuman (Eds.), Multimedia and literacy development (pp. 77-88). New York, NY: Routledge. Roskos, K., Brueck, J., & Widman, S. (2009). Investigating analytic tools for e-book design in early literacy learning. Journal of Interactive Online Learning, 8(3), 218-240. Schugar, H. R., Smith, C. A., & Schugar, J. T. (2013). Teaching with interactive picture e‐books in grades K–6. The Reading Teacher, 66(8), 615-624. Segal-Drori, O., Korat, O., Shamir, A., & Klein, P. S. (2010). Reading electronic and printed books with and without adult instruction: Effects on emergent reading. Journal of Reading and Writing, 23, 913-930. Segers, E., & Verhoeven, L. (2002). Multimedia support of early literacy learning. Computers and Education, 39, 207-221. Shamir, A., Korat, O., & Barbi, N. (2008). The effects of CD-ROM storybook reading on low SES kindergartens` emergent literacy as a function of learning context. Journal of Computers & Education, 5(1), 354-367. Smith, C. R. (2001). Click and turn the page: An exploration of multiple storybook literacy. Reading Research Quarterly, 36(2), 152. Spradley, J. P. (1980). Participant observation. New York, NY: Holt, Rinehart & Winston. Sun, Y. C. (2003). Extensive reading online: an overview and evaluation. Journal of Computer Assisted Learning, 19, 438-446. Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principles and practice in applied linguistic:Studies in honour of H.G. Woodson (pp. 125-144). Oxford, England: Oxford University Press. Swain, M. (2005). The output hypothesis: Theory and research. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp.471-484).Mahwah, NJ: Erlbaum. Tang, L. Y. (2004). Vocabulary Learning Strategy Use in An EFL Selected Reading Program. Unpublished master’s theses. National Chung Cheng University, Chiayi, Taiwan. Tudge, J. (1990). Vygotsky, the zone of proximal development, and peer collaboration: Implications for classroom practice. In L. C. Moll (Ed.), Vygotsky and education: Instructional implications and applications of sociohistorical psychology (pp. 155-172). New York, NY: Cambridge University Press. Trushell, J., Burrell, C., & Maitland, A. (2001). Year 5 pupils reading an“Interactive Storybook”on CD‐ROM: losing the plot? British journal of educational technology, 32(4), 389-401. Trushell, J., Maitland, A., & Burrell, C. (2003). Pupils` recall of an interactive storybook on CD‐ROM. Journal of Computer Assisted Learning, 19(1), 80-89. Tseng, I. L. (2003). Applying Information Technology into Language Arts Instruction---Elementary School Second Graders Making Electronic Picture StoryBooks. Unpublished master’s thesis. National Hsinchu University of Education, Hsinchu, Taiwan. Underwood, G., & Underwood, J. D. M. (1998). Children`s interactions and learning outcomes with interactive talking books. Computers Education, 30(1/2), 95-102. Unsworth, L. (2003). Reframing research and literacy pedagogy relating to CD narrative: Addressing `radical change` in digital age literature for children. Issues in Educational Research, 13. Retrieved from http://www.iier.org.au/iier13/unsworth.html. Unsworth, L. (2006). E-literature for children: Enhancing digital literacy learning.New York, NY: Routledge. Vacca, R. T., Vacca, J. A. L., & Mraz, M. E. (2005). Content area reading: Literacy and learning across the curriculum. van Lier, L. (1997). Approaches to Observation in Classroom Research: Observation from an Ecological Perspective. TESOL Quarterly, 31(4), 783-787. van Lier, L. (2000a). From input to affordance: Social-interactive learning from an ecological perspective. In J.P. Lantolf (Ed.), Sociocultural theory and second language learning (pp.245-259). New York: Oxford University Press. van Lier, L. (2004). The semiotics and ecology of language learning: Perception, voice, identity and democracy. Utbildning and Demokrati, 13, 79-103. van Lier, L. (2006). The ecology and semiotics of language learning: A sociocultural perspective (Vol.3). Springer Science & Business Media. van Lier, L. (2007). Action-based teaching, autonomy and identity. Innovation in language Learning and Teaching, 1, 46-65. van Lier, L. (2008). Agency in the classroom. In J. P. Lantolf & M.E. Poehner (Eds.), Sociocultural theory and the teaching of second languages (pp. 163-186). London: Equinox. Vardell, S. M. (2008a). Children`s literature in action: A librarian`s guide. Westport, CT: Libraires Unlimited. Verhallen, M. J., Bus, A. G., & de Jong, M. T. (2006). The promise of multimedia stories for kindergarten children at risk. Journal of Educational Psychology, 98(2), 410. Vygostky, L.S. (1978). Mind in society: The development of higher mental processes. Cambridge, MA: Harvard University Press. Wu, S. H. (1999). The Analysis of Reading Behaviors of Young Children’s Use of Electronic Storybooks. The fifth Asia children`s literature convention in Taipei (pp.148-151). Taipei: Children`s Literature Association of the Republic of China. Yamashita, J. (2004). Reading attitudes in L1 and L2, and their inﬂuence on L2 extensive reading. Reading in a Foreign Language, 16 (1), 1-19. Yang, H. C. (2005). Comparison of the Elementary School Students’ Reading Comprehension on the Texts of Different Media -- Examples of Paper-based Children’s Books and Electronic Children’s Books. Unpublished master’s thesis. National Taitung University, Taitung, Taiwan. Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Thousand Oaks, CA: Sage Publications. Yokota, J., & Teale, W. (2014). Picture books and the digital world:Educations making good choices. The Reading Teacher, in press. Yoon, B., & Kim, H. K. (2012). Teachers` Roles in Second Language Learning:Classroom Applications of Sociocultural Theory. IAP. Zipke, M. (2013). Teachers` thoughts on e-readers in the elementary school classroom. Education and Information Technologies, 18(3), 421-441. Zucker, T. A., Moody, A. K., & McKenna, M. C. (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(1), 47-87. doi:10.2190/EC.40.1.c
Description:	碩士國立政治大學英語教學碩士在職專班 102951018
Source URI:	http://thesis.lib.nccu.edu.tw/record/#G0102951018
Data Type:	thesis
Appears in Collections:	[Department of English] Theses

Files in This Item:

File	Size	Format
101801.pdf	1778Kb	Adobe PDF2	733	View/Open

社群 sharing

Loading...