The Effects of Sharing Selection, Organization, Association, and Regulation (SOAR) Study Note on Learners' Reading Comprehension and Reading Anxiety

分享選擇、組織、關聯與調整之結構化閱讀筆記對於學習者的閱讀理解及閱讀焦慮影響

10.6182/jlis.202012_18(2).001

陳志銘(Chih-Ming Chen)；簡璐嘉(Lu-Chia Chien)

SOAR Method ； Note Sharing ； Reading Comprehension ； Reading Anxiety ； Cognitive Style ； SOAR筆記方法 ； 筆記分享 ； 閱讀理解 ； 閱讀焦慮 ； 認知風格

圖書資訊學刊

18卷2期（2020 / 12 / 01）

1 - 29

英文

The SOAR study method following the reading steps of selection, organization, association, and regulation is an effective strategy of note-taking based on Mayer's (1996) SOI study strategy following the reading steps of selection, organization, and integration as well as several studies emphasized the act of sharing such structured notes and its effects on English reading comprehension. This study thus investigated the effects of sharing SOAR study notes in a computer-assisted language learning environment on English reading comprehension and English reading anxiety. Thirty-nine Grade 8 students from two classes of a junior high school in Taiwan participated in SOAR note-making activity after reading an English material online. One class with 22 students was randomly assigned to the control group, which was not allowed to share or read their peers' notes after making their notes, and another class with 17 students was assigned to the experimental group, which was permitted to read their peers' notes and revise their own notes after the note-making activity. Analytical results show that the students in the experimental group who shared the notes significantly outperformed those in the control group who did not share their notes in English reading comprehension. Also, students with field-independent cognitive style or with low prior knowledge who shared the notes with their peers made more progress in English reading comprehension than those with field-independent cognitive style or with low prior knowledge who did not share the notes with their peers. In addition, students with field-independent cognitive style who shared the notes with their peers had significantly lower anxiety than those with field-independent cognitive style who did not share any notes. This study confirmed that sharing the SOAR study note provides benefits in promoting EFL learners' reading comprehension and reducing reading anxiety.

依循選擇（selection）、組織（organization）、關聯（association）和調整（regulation）閱讀步驟的SOAR閱讀方法已被證明是一種有效的筆記策略，許多研究提出分享此類結構化筆記的模式及其對於英語閱讀理解的可能影響。因此，本研究探討在電腦輔助語言學習環境中分享SOAR閱讀筆記，對於英語閱讀理解和閱讀焦慮的影響。本研究隨機選取一班22名8年級學生為不允許完成SOAR筆記後分享或閱讀同儕筆記的對照組；另一班有17名8年級學生為可以分享或閱讀同儕的筆記，並在記筆記活動後修改自己的SOAR筆記的實驗組。結果顯示分享SOAR筆記有助於提昇閱讀理解成效，特別是場地獨立認知風格或先備知識較低學生。再則，分享SOAR筆記有助於降低場地獨立認知風格學生閱讀焦慮。

1. Anderson, L. W.,Krathwohl, D.(2001).A taxonomy for learning, teaching and assessing: A revision of bloom’s taxonomy of educational objectives.New York, NY:Longman.
2. Brown, H. D.(2000).Principles of language learning and teaching.White Plans, NY:Longman.
3. Carell, P. L.,Pharis, B. G.,Liberto, J. C.(1989).Metacognitive strategy training for ESL reading.TESOL Quarterly,23(4),647-678.
4. Chen, C. M., Wang, J. Y.,Chen, Y. T.,Wu, J. H.(2016).Forecasting reading anxiety for promoting English-language reading performance based on reading annotation behavior.Interactive Learning Environments,24(4),681-705.
5. Chen, C. M.,Chen, L. C.,Horng, W. J.(2019).A collaborative reading annotation system with form ative assessment and feedback mechanisms to promote digital reading performance.Interactive Learning Environments,1-18.
6. Chen, C. M.,Chen, L. C.,Yang, S. M.(2019).An English vocabulary learning app with self-regulated learning mechanism to improve learning performance and motivation.Computer Assisted Language Learning,32(3),237-260.
7. Chen, C. M.,Tan, C. C.,Lo, B. J.(2016).Facilitating English-language learners’ oral reading fluency with digital pen technology.Interactive Learning Environments,24(1),96-118.
8. Chen, C. M.,Wang, J. Y.,Lin, Y. C.(2019).A visual interactive reading system based on eye tracking technology to improve digital reading performance.The Electronic Library,37(4),680-702.
9. Chen, Y. C.(2017).Taipei,E-learning Master Program of Library and Information Studies, National Chengchi University.
10. Devine, J.(1988).A case study of two readers: Models of reading and reading performance.Interactive approaches to second language reading,Cambridge, NY:
11. Dunkel, P.(1988).The content of L1 and L2 students’ lecture notes and its relation to test performance.TESOL Quarterly,22(2),259-281.
12. Faust, J. L.,Paulson, D. R.(1998).Active learning in the college classroom.Journal on Excellence in College Teaching,9(2),3-24.
13. Fitton, L.,McIlraith, A. L.,Wood, C. L.(2018).Shared book reading interventions with English learners: A meta-analysis.Review of Educational Research,88(5),712-751.
14. Ganschow, L.,Sparks, R.(1996).Anxiety about foreign language learning among high school women.The Modern Language Journal,80(2),199-212.
15. Goodman, K. S.(Ed.),Niles, O. S.(Ed.)(1970).Reading: Process and program.Urbana, IL:National Council of Teachers of English.
16. Grabe, W.(1991).Current developments in second language reading research.TESOL Quarterly,25(3),375-406.
17. Hatami, M.,Asl, H. D.(2017).The reading strategies used by EFL students: A case of Iranian advanced English language learners.Journal of Language Teaching and Research,8(6),1223-1228.
18. Horwitz, E. K.,Horwitz, M. B.,Cope, J.(1986).Foreign language classroom anxiety.The Modern Language Journal,70(2),125-132.
19. Jairam, D.,Kiewra, K. A.(2010).Helping students soar to success on computers: An investigation of the SOAR study method for computer-based learning.Journal of Educational Psychology,102(3),601-614.
20. Jairam, D.,Kiewra, K. A.(2009).An investigation of the SOAR study method.Journal of Advanced Academics,20(4),602-629.
21. Kam, M.,Wang, J.,Iles, A.,Tse, E.,Chiu, J.,Glaser, D.,Canny, J.(2005).Livenotes: A system for cooperative and augmented note taking in lectures.Proceedings of the SIGCHI Conference on Human Factors in Computing Systems,New York, NY:
22. Kern, R. G.(1997).L2 reading strategy training: A critical perspective.AAAL Conference,Orlando, Florida:
23. Kheirzadeh, S.,Kassaian, Z.(2011).Fielddependence/independence as a factor affecting performance on listening comprehension sub-skills: The case of Iranian EFL learners.Journal of Language Teaching and Research,2(1),188-195.
24. Kiewra, K. A.(2005).Learn how to study and SOAR to success.Upper Saddle River, NJ:Pearson.
25. Knight, S. L.,Padron, Y. N.,Waxman, H. C.(1985).The cognitive reading strategies for ESL students.TESOL Quarterly,19(4),789-792.
26. Landay, J. A.(1999).Using note-taking appliances for student to student collaboration.FIE’99 Frontiers in Education. 29th Annual Frontiers in Education Conference. Designing the Future of Science and Engineering Education. Conference Proceedings. Vol. 2,Champaign, IL:
27. Lucassen, T.,Muilwijk, R.,Noordzij, M. L.,Schraagen, J. M.(2013).Topic familiarity and information skills in online credibility evaluation.Journal of the American Society for Information Science and Technology,64(2),254-264.
28. Mahdavi, A.,Azimi, S.(2012).The effects of cognitive strategies i.e. note-making and underlining on Iranian EFL learners’ reading comprehension.International Journal of Applied Linguistics and English Literature,1(6),1-6.
29. Makany, T.,Kemp, J.,Dror, I. E.(2009).Optimising the use of note-taking as an external cognitive aid for increasing learning.British Journal of Educational Technology,40(4),619-635.
30. Matsuda, S.,Gobel, P.(2004).Anxiety and predictors of performances in the foreign language classroom.System,32(1),21-36.
31. Mayer, R. E.(1996).Learning strategies for making sense out of expository text: The SOI model for guiding three cognitive processes in knowledge construction.Educational Psychology Review,8(4),357-371.
32. Miura, M.(2017).ReactiveWebATN: Web-based handwriting note sharing system for distance learning.Procedia Computer Science,112,1326-1333.
33. Miyake, N.,Masukawa, H.(2000).Relation-making to sense-making: Supporting college students’ constructive understanding with an enriched collaborative note-sharing system.Fourth International Conference of the Learning Sciences,Mahwah, NJ:
34. O’Neill, M. E.(2005).Automated use of a Wiki for collaborative lecture notes.Proceedings of the 36th SIGCSE Technical Symposium on Computer Science Education,New York, NY:
35. Okkinga, M.,van Steensel, R.,van Gelderen, A. J. S.,van Schooten, E.,Sleegers, P. J. C.,Arends, L. R.(2018).Effectiveness of reading-strategy interventions in whole classrooms: A meta-analysis.Educational Psychology Review,30(4),1215-1239.
36. Oxford, R. L.(1990).Language learning strategies: What every teacher should know.Boston, MA:Heinle & Heinle.
37. Rowe, K. J.(1991).The influence of reading activity at home on students’ attitudes towards reading, classroom attentiveness and reading achievement: An application of structural equation modeling.British Journal of Educational Psychology,61(1),19-35.
38. Saito, Y.,Garza, T. J.,Horwitz, E. K.(1999).Foreign language reading anxiety.The Modern Language Journal,83(2),202-218.
39. Sas, M. M.(2002).University of Nevada.
40. Sellers, V. D.(2000).Anxiety and reading comprehension in Spanish as a foreign language.Foreign Language Annals,33(5),512-520.
41. Tierney, R. J.,Readence, J. E.(2005).Reading strategies and practices: A compendium.Boston, MA:Pearson Education.
42. Vygotsky, L. S.(1978).Mind in society: The development of higher psychological processes.Cambridge, MA:Harvard University Press.
43. Witkin, H. A.,Goodenough, D. R.(1977).Field dependence and interpersonal behavior.Psychological Bulletin,84(4),661-689.
44. Witkin, H. A.,Oltman, P. K.,Raskin, E.,Karp, S. A.(1971).A manual for the embedded figures tests.Palo Alto, CA:Consulting Psychologists Press.
45. Wu, Y. Y.(1987).An exploration of the phenomenon of difference between cognitive ability and cognitive style.Chinese Journal of Education,7,51-98.
46. Yang, Y. F.,Lin, Y. Y.(2015).Yunlin,Graduate school of Applied Foreign Languages, National Yunlin University of Science and Technology.