三位國際外籍學生對英文閱讀札記寫作之觀點研究

Assessing Three International Students’ Perceptions of Reflective Journal Writing and Its Role in Developing Better Competences for Academic Literacy

本研究為一質性研究，研究主旨在探討三位在美國大學研究所就讀的國際學生對閱讀札記寫作之觀點，以及此一寫作活動是否有助於深化學術讀寫能力以及增進專業學術素養。研究資料蒐集方式採取透過對三位研究對象分別做面對面個別訪談及開放式問題電子郵件詢問調查。研究結果顯示，三位參與者對書寫閱讀札記此一寫作活動的看法與觀點出現明顯分歧。即便如此，三位研究對象一致同意撰寫閱讀札記的過程與經驗，對於提升專業教材內容閱讀理解力是有相當助益的；但此一助力與成效並未同樣反映在增進學術寫作能力方面。

The research presents a qualitative study on students’ perceptions of reflective journal writing task and its role in promoting and enhancing academic literacy and content understanding. The participants included in the study are three advanced English L2 international graduate students in the ESL university context. The research data were collected from face-to-face and e-mail interviews, in which the three participants recorded their own experiences and views of their academic writing assignments. The results indicated that although the perceptions of the journal writing task of the three respondents varied immensely, all three participants considered the task of doing reflective journal writing useful for enhancing and deepening academic reading comprehension but ineffective in achieving higher academic writing skills.