本研究旨在探討互動式電子白板融入合作閱讀策略教學 (collaborative strategic reading) 對國小六年級學生英語學習的影響。「合作閱讀策略教學」是美國學者 J. K. Klingner 和 S. Vaughn 於 1999 年提出的一種閱讀策略教學法，此教學法之目的在透過小組討論及合作學習，幫助學生運用閱讀策略，以解讀文本中生字、摘要大意，進而達到閱讀理解。國外許多研究證明「合作閱讀策略教學」可以有效增進第二語言學習者 (second language learners) 的英語閱讀理解能力。
於實驗教學前對實驗組與控制組施予研究者自編之「英語學習動機量表」和「英語學習成就測驗」前測，實驗教學結束後再施予後測，並利用「成對樣本 T 檢定」和「單因子共變數」分析對資料進行統計分析。同時於實驗教學結束後，各抽樣實驗組與控制組各 4 名學生，共 8 位學生進行「英語學習心得」半結構式訪談，訪談內容則進行質性分析。另外，再針對實驗組學生施行「合作閱讀策略教學學習心得問卷」後測，並利用「獨立樣本 T 檢定」對資料進行統計分析。
四、大部份的受測學生表示喜歡小組合作討論學習的上課方式。 It is widely known that English is an international language and reading, the door to the world of knowledge. Thus English and reading educations are highly valued in Taiwan. To 21st century learners, English reading ability is not only an important factor to success but also a necessary access to global village.
The Collaborative Strategic Reading (CSR), with the aim to help students apply reading strategies through group discussion and cooperative learning to understand difficult words in the text, get the gist and gain comprehension, is proposed by J. K. Klinger and S. Vaughn in 1999 and found effective on enhancing reading comprehension in ESL students in the US.
This study, adopting a quasi-experimental design, aims to explore the effects of Collaborative Strategic Reading (CSR) on sixth graders’ English learning motivation and learning achievement in contrast with those of traditional Teacher-directed Reading Instruction (TRI) by using Interactive Whiteboard and on-line Electronic storybooks. Four sixth grade classes from one elementary school in Taipei, totaling 96 students, participated in this study. Two of the classes formed the experimental group and received instruction of CSR while the other two constituted the control group and received instruction of TRI.
All the participants learned ten on-line English stories during eight-week, two-periods-per-week, and forty-minutes-per-period experimental instruction time in the study. Both quantitative and qualitative instruments were employed to collect data. All participants took English Learning Motivation Scale and English Achievement Test before and after the experiment and Paired-Sample T test and One-Way ANCOVA were used to analyze the data. A semi-structured interview was adopted and analyzed qualitatively to provide further understanding to students’ learning responses. In addition, Survey Questionnaires of Learning Reflection on CSR administered to experimental group were analyzed by Independent Sample T Test.
The main findings of the study were summarized as follows:
1. There was no significant enhancement on English learning motivation for elementary school students in this study.
2. After the intervention of CSR instruction, students with CSR instruction outperformed those of the control group on semantic discrimination and reading comprehension to a statistically significant degree. Therefore, the findings in this study prove that CSR instruction will facilitate students’ English learning.
3. The majority of students in both groups claim they like to learn English through using Interactive Whiteboard and e-books.
4. Most students show positive attitude towards CRS instruction and claim they like to learn English through cooperative learning.