學生對於英文閱讀合作學習策略認知之研究

A Study of Students' Perceptions towards Collaborative Strategic Reading in EFL Context

本研究旨在探究英文閱讀合作學習策略運用於閱讀教學是否可增進科技大學學生英文閱讀理解之認知。本研究採用立意選樣，共有二十五位大學生參與本研究。本研究採用質性資料蒐集方式，包括課室觀察、半結構性訪談、輔以相關閱讀能力測驗，以測驗學生英文閱讀能力的改變。根據三個研究問題，本研究分析的重點著重在：一、英文閱讀合作學習策略運用在科技大學英文閱讀教學的構成要素；二、影響英文閱讀合作學習策略運用在科技大學英文閱讀教學的情境脈絡因素；三、學生對於英文閱讀合作學習策略運用在科技大學英文閱讀教學之認知。本研究主要發現如下：一、英文閱讀合作學習策略運用在科技大學英文閱讀教學架構，有七項構成要素：（一）確認學生在閱讀上的弱點和迷思；（二）設定教學目標；（三）準備適當的閱讀材料；（四）第一階段教學前的英文閱讀能力測驗；（五）第二階段老師英文閱讀合作學習策略示範；（六）第三階段英文閱讀合作學習策略於合作式小組實施；（七）評量英文閱讀合作學習策略教學之成效。二、影響英文閱讀合作學習策略運用在科技大學英文閱讀教學的影響有三個要項：（一）學習態度，願意使用英文閱讀合作學習策略；（二）學習行為，包含組員的相互依賴、組員面對面的互動增長、社交技能的使用以利小組合作過程順暢；（三）學習動機，包含老師的鼓勵及具鼓勵性的閱讀環境。三、英文閱讀合作學習策略運用在科技大學英文閱讀教學的認知，包含學生對閱讀測驗、教學法、英文閱讀合作學習策略的認知。整體而言，本研究結果顯示英文閱讀合作學習策略對於學生的情意、認知方面均有幫助。在情意方面，學生對於閱讀自信有所提高，而且在課堂中，小組中的成員會互相分派彼此的任務，面對面的分享彼此所知道的訊息，進一步增進小組參與的主動性。在一個沒有壓力及充滿支持性的環境當中，學生的學習動機增加。在認知方面，學生在閱讀測驗均有明顯幅度的進步。

The purpose of this study was to explore students' perceptions towards Collaborative Strategic Reading (CSR) in which the stringent goal was to foster and reinforce their reading comprehension in a technological university EFL context. By adopting qualitative method of purposeful grouping, the researcher selected 25 college students as participants. The students were required to read an article once a week over a period of ten incessant weeks. The researcher collected qualitative data which included class observations, semi-structured interviews. In addition, numeric data, serving as the role of supportive evidence to the qualitative data, was collected by the pre- /post- tests of reading comprehension and analyzed by the paired-samples t-test in SPSS Statistics. The major findings of this study were discussed. Firstly, seven elements were identified to adumbrate the framework for implementing CSR in a technological university EFL context. The seven elements included identifying students' weaknesses and misconceptions, setting instructional goals, preparing reading materials, phase I: applying the pre-test before the program, phase II: demonstrating the procedure of CSR before instruction, phase III: implementing CSR within groups, and evaluating the effectiveness of CSR. Secondly, three influences of implementing CSR on EFL students were identified respectively. The three influences were learning attitude, learning behaviors, and learning motivation. Thirdly, students' perceptions towards CSR were explored in various ways. The results of this study postulated that CSR benefited the students both in affective and cognitive domains. In the affective domain, students' confidence was bolstered, their learning behaviors were changed, and they were more actively engaged in academically productive interactions with peers. Under a tension-free and supportive learning environment, students' motivation was uplifted and learning performance was improved. In the cognitive domain, students' reading performance in the post-test of reading comprehension achieved an apparent degree of improvement.