國小學生的自主學習能力仍是相對被忽視的研究領域。本研究使用質性研究方法，探討國小學生在行動輔助廣泛閱讀計畫的經驗，以及如何發展自主學習能力。希望能透過國小學生在此計劃中的學習過程的描述，供研究學者及教師往後提升國小學生自主學習能力時參考。本研究對象為來自台灣偏遠地區的小學，一共十四位的六年級生。他們參與了為期十週的閱讀計畫。計畫過程中，學生每週有三天在學校用過午餐後可以使用平板電腦自由的廣泛閱讀，同時也鼓勵他們利用課餘時間自行閱讀。研究者於計畫之初帶領學生進行自主學習相關的課程，讓學生認識何謂自主學習。為了紀錄學生自主學習的發展過程，學生閱讀時需錄下朗讀內容，並在閱讀後完成閱讀札記。其他資料來源如下：研究者在學生自由廣泛閱讀時所做的觀察紀錄以及訪談逐字稿 。
根據以上資料所做的分析，將學生自主學習行為的發展及廣泛閱讀經驗歸成不同類別（category），以三角測定法（triangulation）處理不同資料來源。其研究結果提供。結果顯示國小學生的廣泛閱讀經驗和學生的閱讀習慣、學習英語的原因以及先前的語言學習經驗有關。更重要的是，研究結果針對國小學生自主學習的本質提供了更清楚的解釋，這主要和他們對自主學習的準備程度有關。另外，這些學生展現了正面及負面兩種能觀察的自主行為，包括以下面向：讀本選擇、目標訂定和學習策略。
依據研究發現，本研究建議教師在發展自主學習前注意學生的準備程度和過去的學習經驗。對於此年齡的學生，教師身為促進者和鷹架的角色十分重要。行動科技輔助之廣泛閱讀結合自主學習訓練課程可以提供學生一個發展自主學習行為的環境。未來研究方向可延長研究時間以探究年輕語言學習者自主學習發展。未來研究也可以選擇不同的學習環境，並探查廣泛閱讀的另一個學習結果讀寫能力的發展。

Learner autonomy at elementary school level is still an underrated research topic. The present study is intended to provide insight of young learners’ learner autonomy development and experience in a Mobile-Assisted Extensive Reading program (MAER) with qualitative approach. It aims to illustrate how young learners interact with the proposed program in order to provide insights for researchers and teachers into young learners’ autonomy promotion. A class of six-graders from a chosen elementary school in a remote area in Taiwan participated in this 10-week MAER program. The students had opportunities to read extensively on their tablets three times a week after their lunch time. They were encouraged to read out-of-class as well. To raise the students’ awareness of autonomous learning, learner development lessons were provided at the early weeks of the program. To capture the students’ development in learner autonomy, the students were asked to record their readings and fill in the reading journal. The other data sources include observations from several free reading sessions and transcriptions of interviews.
By logging and analyzing all data, students’ autonomous behaviors and reading experience were categorized and triangulated across various sources. The results indicated that young language learners’ ER reading experience was influenced by their previous reading habits, reasons for learning English, and prior language learning experience. More importantly, the findings provide a better understanding of the nature of young language learner autonomy, which is related to their readiness of autonomous learning. In addition, the students demonstrated both positive and negative observable autonomous behaviors in the following aspects: book selection, goal setting, and learning strategies.
Based on the findings, the study suggests teachers be aware of students’ initial readiness level and past learning experiences before implementing autonomous learning. The role of teacher as a facilitator and scaffold is equally important for students at this age. MAER programs and learner autonomy training lessons could provide a supportive environment for students’ autonomous behaviors. Future research might explore young language learners’ autonomy development for a longer period. Future study could be conducted at a different learning context, and investigate another learning outcome from ER, literacy development.

Arıkan, A., & Bakla, A. (2011). Learner autonomy online: Stories from a blogging experience. In D. Gardner (Ed.), Fostering autonomy in language learning (pp.240-251). Gaziantep: Zirve University. Retrieved from http://ilac2010.zirve.edu.tr
Arnold, N. (2009). Online extensive reading for advanced foreign language learners: an evaluation study. Foreign Language Annals, 42(2), 340-366.

Asraf, R. M., & Ahmad, I. S. (2003). Promoting English language development and the reading habit among students in rural schools through the Guided Extensive Reading program. Reading in a Foreign Language, 15(2), 83.
Attewell, J., & Webster, T. (2004). Engaging and supporting mobile learners. In Proceedings of MLEARNING 2004: Mobile learning anytime everywhere (pp. 15-20). London, UK: Learning and Skills Development Agency.
Beatty, K. (2013). Teaching & researching: Computer-assisted language learning. (2nd ed.). Great Britain: Pearson Education Limited.
Benson, P. (2001). Teaching and researching autonomy in language learning. London: Longman.
Benson, P. (2013). Teaching and researching autonomy. (2nd ed.). New York: Routledge.

Berk, L. E., & Winsler, A. (1995). Scaffolding Children's Learning: Vygotsky and Early Childhood Education. Washington, DC: National Association for the Education of Young Children.
Blin, F. (2004). CALL and the development of learner autonomy: Towards an activity-theoretical perspective. ReCALL, 16(02), 377-395.
Breen, M. P., & Mann, S. (1997). Shooting arrows at the sun: Perspectives on a pedagogy for autonomy. In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning (pp. 132-49). London: Longman.
Burston, J. (2015). Twenty years of MALL project implementation: A meta-analysis of learning outcomes. ReCALL, 27(1), 4-20.
Candy, P. C. (1991). Self-Direction for Lifelong Learning. San Francisco, CA: Jossey-Bass.
Chan, V., Spratt, M., & Humphreys, G. (2002). Autonomous language learning: Hong Kong tertiary students' attitudes and behaviors. Evaluation & Research in Education, 16(1), 1-18.
Chang, C.-K., & Hsu, C.-K. (2011). A mobile-assisted synchronously collaborative translation-annotation system for English as a foreign language (EFL) reading comprehension. Computer Assisted Language Learning, 24(2), 155-180.

Chang, C.-K., & Hsu, C.-K. (2011). A mobile-assisted synchronously collaborative translation-annotation system for English as a foreign language (EFL) reading comprehension. Computer Assisted Language Learning, 24(2), 155-180.

Chang, M., & Ho, C. (2009). Effects of locus of control and learner-control on web-based language learning. Computer Assisted Language Learning, 22, 189–206.

Chou, I. C. (2016). Reading for the purpose of responding to literature: EFL students’ perceptions of e-books, Computer Assisted Language Learning, 29(1), 1-20, DOI:10.1080/09588221.2014.881388
Constantino, R. (1994). Pleasure reading helps, even if readers don't believe it. Journal of Reading, 37(6), 504-505.
Cotterall, S. (1995). Readiness for autonomy: Investigating learner beliefs. System, 23(2), 195-205.
Crawford Camiciottoli, B. (2001). Extensive reading in English: Habits and attitudes of a group of Italian university EFL students. Journal of Research in Reading, 24(2), 135-153.
Day, R. R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge: Cambridge University Press.
Day, R., & Bamford, J. (2002). Top ten principles for teaching extensive reading. Reading in a Foreign Language, 14(2), 136-141.

Dickinson, L. (1993). Talking shop Aspects of autonomous learning. ELT journal, 47(4), 330-336.
Duman, G., Orhon, G., & Gedik, N. (2015). Research trends in mobile assisted language learning from 2000 to 2012. ReCALL, 27(2), 197-216.
Elley, W. B. (1991). Acquiring Literacy in a Second Language: The Effect of Book‐Based Programs. Language learning, 41(3), 375-411.
Elley, W. B. (2000). The potential of book floods for raising literacy levels. International Review of Education, 46(3-4), 233-255.
Ely, M., Anzul, M., Friedman, T., Garner, D., & Steinmetz, A. M. (1991). Doing qualitative research: Circles within circles. London, New York, Philadelphia: The Falmer Press.
Figura, K., & Jarvis, H. (2007). Computer-based materials: A study of learner autonomy and strategies. System: An International Journal of Educational Technology and Applied Linguistics, 35(4), 448-468.
Guthrie, J. T., Hoa, A. L. W., Wigfield, A., Tonks, S. M., Humenick, N. M., & Littles, E. (2007). Reading motivation and reading comprehension growth in the later elementary years. Contemporary Educational Psychology, 32(3), 282-313.
Hafiz, F. M., & Tudor, I. (1989). Extensive reading and the development of language skills. ELT journal, 43(1), 4-13.
Holec, H. (1981). Autonomy and foreign language learning. Oxford: Pergamon.
Hsui, V. Y. (2000). Guided independent reading (GIR): A program to nurture lifelong readers. Teaching & Learning, 20(2), 31-39.
Huang, H. T., & Liou, H. C. (2007). Vocabulary learning in an automated graded reading program. Language Learning & Technology, 11(3), 64-82.
Huang, L. L., & Lin, C. C. (2011). EFL learners’ reading on mobile phones. The JALT CALL Journal, 7(1), 61-78.
Huang, R. T. (2014). Exploring the moderating role of self-management of learning in mobile English learning. Journal of Educational Technology & Society, 17(4), 255-267.
Iwahori, Y. (2008). Developing reading fluency: A study of extensive reading in EFL. Reading in a Foreign language, 20(1), 70.
Juan, L., & Cheng, C. K. (2008). Using extensive reading to improve the learning performance and attitude of elementary school remedial students. English Teaching & Learning, 32(4), 41-83.
Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of educational Psychology, 80(4), 437.
Kim, K. (2011). Changes in two fifth graders’ learner autonomy. Primary English Education, 17(1), 357-381.
Kondo, M., Ishikawa, Y., Smith, C., Sakamoto, K., Shimomura, H., & Wada, N. (2012). Mobile assisted language learning in university EFL courses in Japan: Developing attitudes and skills for self-regulated learning. ReCALL, 24(02), 169-187.
Kormos, J., & Csizér, K. (2014). The Interaction of Motivation, Self‐Regulatory Strategies, and Autonomous Learning Behavior in Different Learner Groups. TESOL Quarterly, 48(2), 275-299.
Krashen, S.D. (1982). Principles and Practice in Second Language Acquisition (PDF). Oxford: Pergamon.
Kukulska-Hulme, A. (2009). Will mobile learning change language learning? ReCALL, 21(2), 157-165.

Kukulska-Hulme, A. (2012). Language learning defined by time and place: a framework for next generation designs. In Javier E. Díaz-Vera (Ed.), Innovation and leadership in English language teaching: Vol. 6. Left to my own devices: Learner autonomy and mobile assisted language learning (pp. 1-13). Bingley, UK: Emerald Group Publishing Limited.
Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20, 271–289.
Lai, C., & Gu, M. (2011). Self-regulated out-of-class language learning with technology. Computer Assisted Language Learning, 24(4), 317-335.
Lan, Y. J., Sung, Y. T., & Chang, K. E. (2013). From particular to popular: Facilitating EFL mobile-supported cooperative reading. Language Learning & Technology, 17(3), 23-38.
Lan, Y.-J., Sung, Y.-T., & Chang, K.-E. (2007). A mobile-device-supported peer-assisted learning system for collaborative early EFL reading. Language Learning & Technology, 11(3), 130-151.

Lan, Y.-J., Sung, Y.-T., & Chang, K.-E. (2009). Let us read together: development and evaluation of a computer-assisted reciprocal early English reading system. Computers & Education, 53, 1188-1198.

Larson, L. C. (2010). Digital readers: The next chapter in e‐book reading and response. The Reading Teacher, 64(1), 15-22.
Lee, L. (2011). Blogging: Promoting learner autonomy and intercultural competence through study abroad. Language Learning & Technology, 15(3), 87-109.
Lin, C. C. (2010). "E-Book Flood" for Changing EFL Learners' Reading Attitudes. Online Submission, 7(11), 36-43.
Lin, C. C. (2014). Learning English reading in a mobile-assisted extensive reading program. Computers & Education, 78, 48-59.
Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage Publications.
Little, D. (1991). Learner autonomy 1: Definitions, issues and problems. Dublin: Authentik.
Little, D. (1995). Learning as dialogue: The dependence of learner autonomy on teacher autonomy. System, 23(2), 175-181.
Lituanas, P. M., Jacobs, G. M., & Renandya, W. A. (1999). A study of extensive reading with remedial reading students. Language instructional issues in Asian classrooms, 89-104.
Lu, D. (2010). A salutary lesson from a computer-based self-access language learning project. Computer Assisted Language Learning, 23(4), 343-359.
Macalister, J. (2015). Guidelines or commandments? Reconsidering core principles in extensive reading. Reading in a Foreign Language, 27(1), 122.
McKenna, M. C. (1994). Toward a model of reading attitude acquisition. In E. H. Crammer & M. Castle (Eds.), Fostering the love of reading: The affective domain in reading education (pp.18–40). Newark, DE: International Reading Association.
Monteverde, M. R., & Gaona, M. D. R. D. (2011). Learner autonomy and computers in a Mexican self-access centre. In D. Gardner (Ed.), Fostering autonomy in language learning (pp.252-260). Gaziantep: Zirve University. Retrieved from http://ilac2010.zirve.edu.tr
Nielson, K. B. (2011). Self-study with language learning software in the workplace: What happens. Language Learning & Technology, 15(3), 110-129.
Oxford, R. L. (2003). Toward a more systematic model of L2 learner autonomy. In Learner autonomy across cultures (pp. 75-91). Palgrave Macmillan UK.
Park, H. (2015). ‘After Mom gets some books, then I’ll make a selection’: A 5-year-old ELL’s decision-making in book-related home play research. Studies in Self-Access Learning Journal, 6(4), 332-351.
Pino-Silva, J. (2006). Extensive reading through the internet: is it worth the while? The Reading Matrix, 6(1), 85-96.

Raby, F. (2007). A triangular approach to motivation in Computer Assisted Autonomous Language Learning (CAALL). ReCALL, 19(02), 181-201.
Reinders, H., & Hubbard, P., (2012). CALL and learner autonomy: Affordances and constraints. In M., Thomas, H., Reinders, & M., Warschauer (Eds.), Contemporary computer-assisted language learning (pp. 259-275). Great Britain: Bloomsbury.
Richards, J. C., & Schmidt, R. (2002). Longman dictionary of language teaching and applied linguistics, (3rd ed.). London: Pearson Education.
Schwienhorst, K. (2003). Learner autonomy and tandem learning: Putting principles into practice in synchronous and asynchronous telecommunications environments. Computer assisted language learning, 16(5), 427-443.
Shen, C. H. C. (2013). An Investigation of Young EFL Learners’ Use of Online Reading Strategies. The European Conference on Technology in the Classroom 2013 – Official Conference Proceedings.
Sockett, G., & Toffoli, D. (2012). Beyond learner autonomy: A dynamic systems view of the informal learning of English in virtual online communities. ReCALL, 24(2), 138-151.
Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading research quarterly, 360-407.
Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.
Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks, CA: Sage.
Sun, Y. C. (2003). Extensive reading online: An overview and evaluation. Journal of Computer Assisted Learning, 19(4), 438-446.
Teng, F., & He, F. (2015). An example of classroom practice using flashcards for young learners: Preliminary indications for promoting autonomy. Studies in Self- Access Learning Journal, 6(4), 382-398.
Underwood, J. (1984). Linguistics, computers, and the language teacher: A communicative approach. Rowley, MA: Newbury House.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological. Cambridge, MA: Harvard University.
Waring, R., & McLean, S. (2015). Exploration of the core and variable dimensions of extensive reading research and pedagogy. Reading in a Foreign Language, 27(1), 160.
Wawrzyniak-Śliwska, M. (2005). Learner autonomy in young learner classroom. In M. Misztal & M. Trawiński (Eds.), Studies in Teacher Education (pp. 64-71).
Wenden, A. L. (1985). Facilitating learning competence: perspectives on an expanded role for second language teachers. Canadian Modern Language Review, 41, 981-990.
Wenden, A. L. (1986). Incorporating learner training in the classroom. System, 14(3), 315-325.
Yamashita, J. (2013). Effects of extensive reading on reading attitudes in a foreign language. Reading in a Foreign Language, 25(2), 248.
Yamashita, J. (2015). In search of the nature of extensive reading in L2: Cognitive, affective, and pedagogical perspectives. Reading in a Foreign Language, 27(1), 168.
Yang, A. (2007). Cultivating a reading habit: silent reading at school. Asian EFL Journal, 9(2), 115-129.