隨著科技的突飛猛進，不但為英文學習帶來新的契機，更是提供許多管道讓英語 學習者可即時參與全球網路學習社群。因此本行動研究重點在於探索英文主修學生在 參與一網路溝通討論平台之網路閱讀討論圈的學習情況與成效。因此，研究問題包括： (1)在學生參與文學討論圈後，學生的前後測GEPT閱讀成绩是否有所差異？（2)學生對 網路文學討論圈的課程設計，閱讀理解能力與互動層面的看法為何？（4)在參與網路文 學討論圈的過程中，學生所面臨的困難與挑戰為何？ 本研究針對六十四位參與大一英文課程學生參與為期一學年的文學討論圈之學習 層面進行深入研究與分析。本文學討論圈乃是根據學生所選擇的網路e-book讀本而組 成，學生在閱讀的過程當中需在互動討論區中完成小組所決定的閱讀範圍並根據文學 討論圈的角色責任進行討論。此外，普渡大學的學生也將預期會參與各小組的文學討 論圈進行多元的討論。 本研究採用質與量並進的資料收集包含：（1)網路文學討論圈之問卷調查；（2)英檢 前後測驗成绩；（3)觀察、收集與分析學生網路討論區之文章、網路參與紀錄和期末自 我學習省思評量以了解學生網路文學討論圈之互動情形；（4)進行學生訪談以了解學生 在參與討論文學課程設計與互動層面的看法。本研究成果期為日後大一英文閱讀課程 提供一個網路文學討論圈之模式，以提升學生英文閱讀理解力與溝通能力，並增加學 生對閱讀的興趣且成為終生英語學習網路悅讀者。 The rapid advancement of technology has brought English learning new opportunities, and new dimensions for language learners to take part in global learning community. Therefore, the current action research study aims to explore students’ engagement of online literature circles through cross-cultural communication activities. The research questions are as follows: (1) Is there any difference in students’ GEPT Reading Test after taking part in online literature circles for one year? (2) 2. What are the students’ perceptions of online literature circles in terms of enjoyment, reading comprehension, structure of literature circles, and social interaction? (3) What are the challenges and difficulties students encounter on online literature circles? About 64 students enrolled in Freshman English course will take part in online literature circles during the fall semester of 2013 and spring of 2014. Literature circles are formed based on their choice of e-books. Students will post their responses and reply to group members on a threaded discussion forum on regular basis. Roles are assigned to group members to facilitate the interaction of online literature circles. Corresponding oversea students will be assigned to each literature circle to reply to literacy discussions posted by EFL students and increase students’ engagement in understanding the online e-books EFL students choose to study. Both qualitative and quantitative data will be collected, including: (1) pre- and post- literature circle survey; (2) pre- and post- GEPT Reading Test; (3) students’ online postings, online posting logs, and self-evaluation of extensive e-reading project and participation on literature circles; and (4) student interviews. The current year-long action research study focuses more on the in-depth description of students’ involvement in online literature circles and their perceptions of extensive e-book reading experiences and online literature circles. Findings from the year-long action research will be significant and shed light in designing, implementing online literature circles in EFL classrooms in Taiwan.
