運用數位學習資源提升國中英語閱讀理解之行動研究—以教育部Cool English學習網站為例

Abstract

本研究旨在探究運用數位學習資源增進學生的英語閱讀理解的教學方案調整之歷程，且評估實施運用數位學習資源的英語閱讀課程，對於國中學生英語閱讀學習之學習動機的影響，並研究以使用運用數位學習資源的英語閱讀學習，對於提升國中學生對於英語閱讀理解之實施成效。本研究對象為桃園區國中七年級學生24人。使用教育部Cool English學習網站圖解式閱讀為數位學習資源教材，以交互教學法進行英語閱讀教學，每周一堂，共十三堂。本研究以行動研究之方式，蒐集閱讀前測、閱讀後測、學習單寫作、訪談及英語學習興趣與態度問卷來檢視學生學習動機與成效之變化。研究結果呈現學生學習動機有所提升，且內在動機提升幅度大於外在動機。而閱讀理解學習成就有所提升，以擷取訊息答對率最高。研究者以研究結果提出相關建議，供其他教師應用與未來研究參考。

This purpose of this study is to discuss the process of teaching method adjustment in the English E-learning reading course. The influence on learners’ learning motivation and learning performance are also investigated. The approach of this study was action research. The participants of this study were 24 seventh grade students of a junior high school in Taoyuan. The digital reading material is from Reading with Pictures on the on-line learning website, Cool English. And Reciprocal Teaching is used in class. The study lasted three months, one period in the eighth class every Thursday, totally thirteen periods. After thirteen periods, the data collection included reading comprehension test scores, students’ worksheet portfolios, interview records, learning motivation questionnaire. The main findings of this study are the progress of students on their learning motivation and their reading comprehension ability. According to the results of this study, the researcher offer the related suggestion for other teachers and future research.