淡江大學機構典藏:Item 987654321/114948
English  |  正體中文  |  简体中文  |  Items with full text/Total items : 62797/95867 (66%)
Visitors : 3734891      Online Users : 396
RC Version 7.0 © Powered By DSPACE, MIT. Enhanced by NTU Library & TKU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/114948


    Title: Promoting different reading comprehension levels through online annotations
    Authors: Tseng, Sheng-Shiang;Yeh, Hui-Chin;Yang, Shih-hsien
    Date: 2014-09-05
    Issue Date: 2018-09-20 12:10:48 (UTC+8)
    Publisher: Taylor & Francis
    Abstract: Previous studies have evaluated reading comprehension as the general understanding
    of reading texts. However, this broad and generic assessment of reading comprehension overlooks the specific aspects and processes that students need to
    develop. This study adopted Kintsch’s Construction Integration model to tap into reading comprehension at different levels and investigated how English as a foreign language (EFL) students benefit from online annotations to scaffold reading comprehension. Fifty EFL students participated in this study and the data collected included (1) the pre- and post-test assessments in reading comprehension levels, (2)
    the students’ online annotations on reading texts, and (3) the discussion transcripts from an online discussion forum. The results from the first two data sources (1 and 2) were the data-sets used to investigate the influence of the annotation types on reading comprehension levels. The third data source was the data-set used to probe into the process of how students benefited from annotation types to reach different levels of reading comprehension. Four types of online annotations were frequently used by the students while reading online, including (1) marking vocabulary, (2) adding Chinese explanatory notes to unknown vocabulary, (3) marking text information, and (4) adding summary notes to each paragraph. Different frequencies of using the four types of online annotations resulted in three different comprehension levels: surface-based, text-based, and situation-based levels. Marking vocabulary and adding Chinese explanatory notes helped scaffold the students' learning to achieve surface comprehension levels to facilitate recognition and meaning of unknown vocabulary. Marking text information and in particular, the adding of summary notes to each paragraph were the core annotations that helped students comprehend the online text in text-based and situation-based levels. EFL teachers can guide students to use online annotations to different extents in order to deepen their reading comprehension.
    Relation: . Computer Assisted Language Learning, 28(1)1-17.
    DOI: 10.1080/09588221.2014.927366
    Appears in Collections:[Master's Program, Graduate Institute of Curriculum and Instruction] Journal Article

    Files in This Item:

    File Description SizeFormat
    index.html0KbHTML138View/Open
    Promoting different reading comprehension levels through online annotations.pdf1091KbAdobe PDF1View/Open

    All items in 機構典藏 are protected by copyright, with all rights reserved.


    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library & TKU Library IR teams. Copyright ©   - Feedback