Effective Reading Response through Text-Based Computer-Mediated Communication

多媒體電腦輔助應用於英語閱讀教學之研究

蘇淑品(Shu-Pin Nall)；Timothy M. Nall；吳唯邦(Wei-Bon Wu)

多媒體 ； 閱讀心得 ； 心得感想 ； multi-media ； reading response ； reflection

聯大學報

12卷2期（2015 / 12 / 01）

1 - 20

英文

本研究為期一年。控制組及實驗組各接受同一教師相同英語閱讀教學課程內容之一學期。兩組各使用不同之課外英語閱讀心得感想撰寫方式(分別各為傳統個人紙本心得感想(控制組)及電腦輔助網路雙人交談討論(實驗組))。研究發現使用電腦輔助網路雙人交談討論組後測之多益閱讀成績顯著高於使用傳統式閱讀心得組。測後之問卷調查結果顯示實驗組認為電腦輔助網路雙人交談討論方式比傳統紙本心得感想方式更能助益其英語學習(80.4% 比 69.6% of all subjects)。所有研究對象中兩倍以上人數表示喜歡電腦輔助網路雙人交談討論較勝於傳統方式(43.8%)。較多研究對象認為電腦輔助網路雙人交談討論方式對其個人英語學習之成效提昇較有幫助，然而41.1%研究對象認為兩種方式成效相當。相較於傳統方式，較多研究對象表示較願意將來支持授課教師將來使用電腦輔助網路雙人交談討論方式。

In this one-year experiment, the control group and the experimental group each received the same reading instruction from the same instructor for one semester. Two different methods were implemented as a way for the students to give feedback after doing extracurricular reading: text-based computer-mediated communication (CMC) versus a traditional self-reflection writing assignment. The experimental group showed significantly greater improvement in the post-study reading test (TOEIC test scores) than the control group. In post-study surveys, more students perceived CMC as being useful in helping them learn English than the self-reflection method (80.4% vs. 69.6% of all subjects). Twice as many students (43.8%) preferred CMC over the control method. Also, more subjects (44.6%) perceived CMC as being more effective in helping them learn English, although 41.1% of the subjects considered both methods as being equally effective. More students expressed support for recommending the future instructor to use CMC than the traditional method.

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