Exploring Efl Learners$ Online Reading Motivation and Digital Text Comprehension: the New Literacies$ Challenges and Prospects

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Project title

Code/計畫編號

NSC100-2410-H019-012

Translated Name/計畫中文名

外語學習者之網路閱讀動機及網路閱讀理解力: 新讀寫素養之挑戰與前景

Project Coordinator/計畫主持人

Hsin-chou Huang

Funding Organization/主管機關

National Science and Technology Council

Department/Unit

Institute of Applied English

Website

https://www.grb.gov.tw/search/planDetail?id=2341167

Year

2011

Start date/計畫起

01-08-2011

Expected Completion/計畫迄

31-07-2012

Bugetid/研究經費

515千元

ResearchField/研究領域

語文

"近年來，讀寫教育由於科技之日新月異而有了極大的改變。閱讀文字已從傳統的紙本，發展成為結合網路閱讀及多媒體等溝通媒介的新讀寫素養 (new literacies)。母語研究已證實學習動機在閱讀發展佔有重要的地位。然而在第二語研究中，有關閱讀動機與網路閱讀的研究相對較少，而關於閱讀動機與網路閱讀理解力的研究更為不足，為了跨越這個鴻溝，此二年期計畫旨在探討網路閱讀對外語學習者閱讀動機的提昇，以及設計數位閱讀評量機制，了解外語學習者之網路閱讀理解力，以及分析網路閱讀動機和閱讀理解力之關聯。第一年的計畫旨在研究運用網路及電子閱讀器閱讀電子書，對學生閱讀動機的影響。在計畫前半年，六十位來自北部國立大學大一英文的兩班學生參與此研究。在為期四個月的實驗當中，學生們每週必須從預先選好的網路電子書書目中(E-reading)，至少挑選三本喜愛的書閱讀，並完成閱讀紀錄，上傳至研究者設計的閱讀網站與同儕分享，並接受訪談。參與同學也在實驗先後填寫閱讀動機量表，以紀錄其閱讀動機的轉變。為了長期了解閱讀動機之轉變及其歷程，在計畫後半年，以大學生運用電子閱讀器閱讀電子書(E-reader)為例，來探討閱讀者與科技之互動及科技對於閱讀歷程之影響。重點著重於了解電子閱讀器之效能及對外語教學之效用，以及對外語學習者閱讀動機之改變。研究者會從參與前半年計畫的學生當中，挑選10 位不同主修、語言背景、網路閱讀動機的學生，參與電子閱讀器研究。透過前後測之閱讀動機量表、錄影之閱讀歷程、閱讀記錄及訪談結果，研究者將一窺學生如何運用媒體輔助文字了解，以及探討電子閱讀器如何造成學生閱讀動機的轉變。第二年的連續性計畫將延續網路閱讀與動機之研究主軸，再加入網路閱讀理解力的要素，透過設計數位閱讀評量機制，了解外語學習者之網路閱讀理解力，以及分析網路閱讀動機和閱讀理解力之關聯。兩班大一英文的學生將參與此研究。由於數位閱讀所需要的閱讀能力與傳統閱讀不同，研究者首先設計五個解決問題的閱讀任務，學生必須運用找出線索(Locate)、評估資料(Evaluate)、整合資料(Synthesize)、及溝通 (Communicate) 等閱讀技巧完成任務，過程中學生必須有聲思考，且閱讀歷程全程錄影。網路閱讀理解評分機制採Coiro et al.(2010)的研究，但從分析有聲思考及閱讀歷程所產生新的類別，將有助於了解網路閱讀理解力的全貌。期盼透過此長期研究，可以提供教師啟動數位閱讀之教學平台，培養具新讀寫素養之e 世代學子，提升學習動機，以面對未來數位閱讀之挑戰。"
"Over the past decades, literacy education has changed in profound ways as new technologies infiltrate with the speed far beyond our imagination. Texts have moved beyond printed forms to encompassing online reading, online navigation and research, hypermedia interpretation, and many-to-many synchronous and asynchronous communication. Research in L1 has shown motivational factors are important to reading development. Relatively few studies investigate the role of motivation in L2 reading and even fewer studies focus on L2 online reading and the relationship between motivation and online reading comprehension. To fill the gap, this two-year project seeks to investigate distinct motivational patterns among EFL readers while reading online texts. It also aims to design an online reading assessment that taps strategies different from traditional text reading skills. Finally, this project explores the relationship between online reading motivation and digital text comprehension. The first year project centers on investigating students’ reading motivation towards E-book reading on the Internet and with handheld E-readers. The participants are 60 freshmen drawn from two sections of an intermediate EFL reading course in a national university in northern Taiwan. During the first half of this year, students will read at least three online E-books weekly from the reading list provided by the researchers, turn in their reading journals, join discussion forum in the E-book reading site, and attend semi-structured interviews. An initial motivation questionnaire will be administered at the beginning and end of the experiment to demonstrate any motivational change. To document students’ motivational change over time, the researcher will select 10 participants of different majors, with diverse language backgrounds, and more or less positive attitudes towards E-reading, to join the four-month E-reader project in second half of this first year project. Students need to read E-books at home and post reading logs as they do in the first year study. Both quantitative and qualitative methods will be employed to document students’ motivation towards E-book reading online and their perceptions of this E-reading program. Results will shed new lights on how students approach online texts and pave the way for the second-year study of investigating digital reading comprehension and online reading motivation. As a follow-up to the first year project on E-book reading motivation, the second year project will then add another factor, digital text comprehension. It focuses on designing curriculum-based online reading tasks, formulating forms of online reading comprehension assessments, and investigating motivational effects on digital reading comprehension. Sixty students enrolled in Freshman English will participate in this study. Students are instructed to complete five reading tasks of online information problem-solving scenarios. These tasks require students to locate, evaluate, synthesize, and communicate information in a dynamic digital reading environment. Students think-aloud during the process of reading and their movements in completing the tasks will be videotaped using a screen capturing tool. A framework adapted from Coiro et al.’s (2010) is used to assess online reading comprehension. However, the categories are not finite. New categories will emerge from students’ actual process of completing the tasks. Results of this study will help teachers expand their range of reading assessment practices to tap the skills and strategies that students need to comprehend information in the digital age. By comparing students with different motivation towards e-reading and online reading tasks as well as examining factors influencing motivation, teachers and researchers will have a better understanding of how new literacies redefine reading comprehension, motivation, and assessment. It is hoped that this longitudinal study can provide deeper insights of the new e-literacy reading patterns and help better prepare students to meet the emerging literacy demands."

Keyword(s)

網路閱讀
網路閱讀理解力
閱讀動機
新讀寫素養
Online reading
online reading comprehension
reading motivation
new literacies

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Exploring Efl Learners$ Online Reading Motivation and Digital Text Comprehension: the New Literacies$ Challenges and Prospects

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