讀者劇場合作學習之個案研究

A Case Study of Collaborative Learning via Teaching Readers Theater

本研究目的是應用讀者劇場於國小三年級的英語教學，以探討透過讀者劇場之合作學習的應用教學策略是否能夠改善國小三年級學童的英語口語閱讀流利度和降低他們對英語學習的焦慮程度。研究對象是26 位國小三年級約9 -10 歲的學生，採異質性分組，一共分成五組。量化資料包括口語閱讀之流暢度評量和英語學習焦慮程度之前後測調查問卷。並且收集開放式問題資料，以便更深入了解學生對讀者劇場之應用於課堂教學的反應及問題。除此之外，課堂觀察也包含在蒐集的資料中作分析。研究的結果顯示應用讀者劇場之合作學習於國小三年級的英語教學，雖然在英語學習焦慮上並未顯著的降低，但是，在口語閱讀之流暢度上有顯著的進步。此外，焦慮在語言的學習上一直是一個影響學習的因素，但是，也有相關研究顯示出，焦慮也有幫助語言學習的一面，促進性的焦慮也能激勵學習者成功地達到語言學習成就。

This study is aimed at investigating the effectiveness of applying ReadersTheater (RT) in promoting English as a foreign language children’s oral readingfluency, and in reducing their English learning anxiety. The participants of the studywere twenty-six third graders aged from nine to ten in elementary school. Theheterogeneous grouping was implemented into five groups of Readers Theater. Themixed-methods were conducted in this study. The quantitative data was obtained byadministering pre- and post- tests gauging oral reading fluency and English learninganxiety. The open-ended questions were collected as qualitative data to gain a deeperunderstanding of students’ reactions to the use of the Readers Theater. In addition,classroom observations were also included and analyzed in the data collection. Theresults of the statistical analyses of the study indicated that participants’ oral readingfluency performed significantly better after applying Readers Theater instruction, butthey did not display significantly lower English learning anxiety. Although anxietyhas been proven to be affecting foreign language learning, this study in consistentwith several other studies has suggested the benefit of facilitative anxiety in foreignlanguage learning.