英語電子繪本融入不同角色扮演活動對國小四年級學童故事理解、閱讀動機與投入及英語能力之影響

Influences of Different Role-Playing Strategies in Reading English Picture e-Books on Taiwanese Fourth Graders’ Story Comprehension, Reading Motivation, Reading Flow, and English Performance

單向教學及單一課本內容難以使學習者持續專注於課堂，因此，使用繪本並將教材數位化是目前提升閱讀動機的教學趨勢。本研究將不同角色扮演的機制融入電子繪本閱讀活動中，研究對象為65位某國小四年級學童，將其分為：小組合作角色扮演組、小組自拍表情融入角色扮演組、個別角色扮演組，探討學童在故事理解、閱讀動機、閱讀投入及英語能力之表現。研究結果顯示，小組合作角色扮演組不論是有無融入自拍表情，在故事理解及英語能力的整體表現皆顯著高於個別角色扮演，顯示小組合作有助釐清繪本中不懂之字句並促進英語表現。研究結果並發現小組自拍表情融入角色扮演組的閱讀動機、閱讀投入與英語口說能力更顯著高於另外兩組，可能是電子繪本的角色為學習者依據故事情節變化所自拍的頭像，能有效引發學童的興趣及投入感，並融入故事內容以及揣摩角色情緒，更勇於將自己的臺詞唸出，進而有較好的語調及發音。本研究主要貢獻為指出結合角色扮演機制於英語電子繪本閱讀活動，並加入小組合作與自拍表情的方式能進一步提升學童故事理解、閱讀動機、閱讀投入及英語口說能力之表現，建議未來教師進行閱讀活動時可參考採用此研究設計，以促進學生閱讀成效。

Students often struggle to pay attention when reading traditional textbooks. Therefore, a growing number of teachers are using picture e-books to arouse students’ reading motivation. In this study, different types of role-playing (group role-playing, group role-playing with emotive selfies, and individual role-playing) while reading picture e-books were implemented to investigate their influences on learners’ story comprehension, reading motivation, reading flow, and English performance. Sixty-five Taiwanese elementary school fourth graders were divided into three groups. Each group adopted different role-playing strategies. The results are: First, compared to individual role-playing, learners in group role-playing and in group role-playing with emotive selfies had significantly higher performances on story comprehension and on an English performance test. Secondly, learners in group role-playing with emotive selfies had higher reading motivation, flow, and English oral ability because they were encouraged to read aloud their lines through role-playing various emotive selfies which corresponded to the storyline development. Therefore, they felt more engaged in the stories and presented better reading intonation and pronunciation. The main contribution of this research is to indicate that combining the role-playing approach in the English picture e-book reading activity by adding group cooperation and self-portrait expressions could effectively improve the students’ performance on story comprehension, reading motivation, flow, and English oral ability. We suggest that teachers might adopt group role-playing with emotive selfies in reading e-books to improve students’ reading performance.