臺灣國小英語學習者在線上合作閱讀活動使用數位註記之研究

Adopting Electronic Annotations in Online Collaborative Reading Activities of Taiwanese Elementary-Aged Learners of English

科技的進步讓註記從紙本轉變為數位化，讓讀者能使用電子筆記來和其他讀者互動、合作。然而，鮮少有研究探討英語為第二語言學習者，尤其是國小學童，在線上合作閱讀活動使用電子註記。基於此，本研究調查兩班共54位國小五年級學生，將他們分派在個別註記組（對照組）或合作註記組（實驗組）。研究分析採用混合式方法，探討學生電子註記內容、比較在閱讀活動中做註記的實用度和喜愛度，以及進行閱讀過程中基於文本之回憶訪談。研究結果發現，兩組學童的註記具有多項功能，可劃分為九類。此外，與個別註記組相較，合作註記組顯著地喜歡在閱讀過程中做註記，即使兩組對於註記的實用度看法相似。兩組提供許多做註記的優缺點，並說明他們為何會做或不做註記。合作註記組特別說明他們是否會回應同儕的原因。本研究亦找出影響學生做註記意願的可能因素，如閱讀任務的要求、所閱讀文體、學生對於科技使用的偏好和感受。文末討論研究啟示，如適當訓練學生使用電子註記之工具和學習筆記策略、在學生參與合作閱讀活動時，強調學生間團體動能。

Advances in computer technology have transformed annotations from paper-based to digital forms, allowing readers to take electronic notes for interaction and collaboration with other readers. However, little research has been conducted to explore how second-language learners of English, especially elementary-aged students, perform online collaborative reading activities that involve electronic annotations. Thus, the present study examines two classes of fifth graders (N = 54) that were assigned to either an individual-annotation group as a control group or a collaborative-annotation group as an experimental group. A mixed method was used to analyze the content of the students’ electronic annotations, perceptions of usefulness and enjoyment of using annotation for reading activities, and responses to text-based recall interviews about their reading processes. The findings show that both annotation groups used annotations to perform various functions that fell into nine types. Additionally, the collaborative-annotation group appreciated annotation-making significantly more than the individual-annotation group, regardless of the similar perceptions both groups expressed about the usefulness of making annotations. Both groups provided varied responses about the advantages and disadvantages of annotation-making and why they made annotations or not. Particularly the collaborative-annotation students expressed their reasons to respond to peers or not. Possible factors impacting the willingness to make annotations were considered, such as student readiness for such tasks, the type of reading texts, and student preferences for and perceptions of using technology tools. Implications for the use of annotations are discussed, with recommendations for adequate training in using electronic annotation tools and note-taking strategies, as well as an emphasis on group dynamics among students when they engage in collaborative reading activities.