| 摘要: | 隨著科技的日新月異，網路閱讀文本已成為主要的英語學習資料庫與平台，科技的突破亦為未來教學帶來新的契機，學習已不再因時間或空間而有所侷限。隨著網路資源的發達，英語文學習者不但可以自由地在豐富的真實英語文本資訊中瀏覽和搜索相關資訊，甚至是可以即時的和英語文為母語者，在全球網路社群中做直接的溝通與對談。相較於傳統教室情境，網路學習情境藉由較多元的資訊呈現方式，來提供一個較具有互動性、趣味性的、且個人化的舒適活潑學習環境。為因應未來網路閱讀趨勢，第二語言專家學者們指出需要執行更多和網路閱讀相關研究的迫切性，在台灣，針對英語學習者的網路英文閱讀之研究也逐漸引起重視。 由於L1和L2紙本閱讀研究多證實了策略使用和理解力之密切相關性。因此，本研究擬以質性個案分析之模式深入探索四位大學生網路英文閱讀歷程，與他們面對眾多文圖和影音並茂的英語文網路資訊所使用策略之情形。本研究對象將由研究者本身大一英文課(約240位學生) GEPT測驗中選出四位學生。兩位為具英文能力中高程度，而另外兩位為中低程度之學生。研究對象皆須完成兩項網路閱讀任務，第一項目為在同一網站內完成閱讀理解問題的任務，第二項目為利用搜索引擎尋找合適資訊，以回答閱讀理解問題的任務。本研究問題包含：(1)台灣大學生在網路英文閱讀過程中，使用了何種網路閱讀策略以增進英文理解能力？(2)是否英語能力不同的研究對象，其所使用的網路英文閱讀策略也會有所不同？(3)當台灣大學生面臨網路英文閱讀困難時，他們如何尋求解決之道？(4)有何其他因素可能影響台灣大學生網路英文閱讀理解能力？ 本研究所採用的研究方法與資料收集方式，包含：(1) 利用英文檢定與大學入學英文成績等相關資訊，以收集學生背景資料，並評估與選擇個案研究對象；(2) 採取網路閱讀前訪談與出聲思考(think-aloud)法，來瞭解學生背景知識、英文網路閱讀策略使用與完成網路閱讀任務等情形；(3)進行讀後閱讀策略問卷調查與半結構式(semi-structured)訪談，以瞭解學生對網路策略整體使用之看法；(4) 利用反思日誌記錄、網路閱讀逐字稿來探查、驗證學生在網路理解的過程中，與尋找相關資訊之閱讀理解測驗中，所面臨之相關困難與挑戰等層面之探討。
With the rapid spread of information technology, online English texts have become major learning resources for language learners. The advancement of technology has also brought new breakthroughs regarding modes of teaching. Learning is no longer restricted by time and space. With Internet access, learners of English are able to access abundant authentic information and even communicate with native speakers in the global online community instantly. Compared to conventional classroom settings, the online learning context seems to provide a rather interactive, motivating, individualized and comfortable learning environment through a variety of multimedia presentations (Chun & Plass, 1997; Huang, 2002; Krashen, 2007; Lin, 2001; Liou et al., 2003; Sun, 2003). Like many L1 leading reading researchers (Leu et al., 2004; Leu, 2000; Coiro, 2003; Zawilinski et al, 2007), L2 researchers also claim that more research studies should be conducted to extend our understanding of the online reading strategy use of second or foreign language learners (Anderson, 2003; Chen, 2006; Huang et al., 2006; Kasper, 2003; Konishi, 2003). In Taiwan, research studies on the EFL students’ online reading process are still sparse (Huang et al., 2006; Huang, 2009). Therefore, the current research aims to investigate the online reading process used by four college students in Taiwan as they make sense of the online text. Hence, the following four research questions are proposed: (1) What online reading strategies do EFL students use as they make sense of online text? (2) Is there a difference in the online reading process between students of different proficiency? (3) What do EFL students do when online reading becomes difficult? (4) What are the factors that influence students’ online reading comprehension, for instance, English proficiency, computer skills and so on? Two specific online reading tasks are designed to detect and observe students’ use of strategies while reading online text: (1) reading in an online context, and (2) reading in a search-engine context. The current case studies focus more on the in-depth investigation of individual students’ use and choices of online strategies in the online context. Qualitative and quantitative data, including researcher’s reflective journal, verbal protocols, semi-structured interviews, online reading surveys, and scores from students’ GEPT test as well as online reading performance will be collected, analyzed and evaluated throughout the time of the research. Findings from the current research will be significant and shed light in providing empirical data for students’ actual use of online strategies while trying to locate and search for relevant information as well as making sense of the online text. The relationship between the design of online reading tasks and students’ choices and application of particular online strategies such as navigation, information-gathering, or interface-changing strategies as indicated by other researchers will also be observed, examined and discussed in details. |
