Examining Why Most Taiwanese Grade Three Senior High School Students Do Not Participate in Extensive Reading

為何臺灣多數高三學生不參與廣泛閱讀課程探究

Charlie Taylor；Chen-Li Huang(黃振豊)

Worked Examples ； Self-Determination Theory (SDT) ； Fundamental Webpage Design ； Learning outcome ； Learning Motivation ； 廣泛閱讀 ； 自主閱讀 ； 英語學習

修平學報

45期（2022 / 09 / 01）

157 - 180

英文;繁體中文

Extensive Reading (ER) has been found to be a good vehicle for language acquisition and test preparation, and it has the further advantage-in a post-Covid world-of not requiring students to be physically present in a classroom. However, many Taiwanese students are reluctant to participate in English ER. In this study, 132 Taiwanese senior-high-school students were introduced to ER in their second year. In their third year, they were required to read 40,000 English words in an ER program over the course of the semester leading up to their university entrance exam (GSAT). Despite the fact that participation was mandatory and constituted 20 percent of their grade in their English Reading and Writing class, only 32 percent of the students took part in the program at all, and less than 10 percent read the minimum required number of words. The researchers identified lack of time, lack of interest, lack of proficiency, and lack of belief in efficacy and efficiency as contributing factors to the low participation rate. Suggestions are provided for practitioners and policymakers: Teachers and parents should cooperate to encourage students to use ER to improve their English competence, creating a positive ER environment for students to have pleasure reading, and beginning the ER program in the first year.

廣泛閱讀已被視為是有助於語言習得與準備考試的良好工具；特別是在後新冠病毒的世界，廣泛閱讀有著不需在實體教室進行的優勢。然而，多數臺灣高中學生不願意參與英語文廣泛閱讀課程活動。此研究探討132位在高二時接觸到廣泛閱讀的學生。高三時，他們在上一門準備大學入學考試的英文閱讀與寫作課程時被要求在一學期中完成閱讀40,000字的英語廣泛閱讀的作業。雖然這項作者占學期成績20%，但只有32%的學生參與了一些閱讀作業，達到閱讀40,000字或以上的學生只有10%。研究發現影響學生參與意願的因素包含缺少時間、缺少興趣、沒有能力、及認為這個方法沒有效果也沒有效率。研究提供給實踐工作者及政策制定者的建議是：教師與家長一起來鼓勵學生使用廣泛閱讀以提升英語力；塑造正向的廣泛閱讀情境使學生能在快樂中閱讀；在高一時就開始進行英語文廣泛閱讀。

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