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研究生: 温育姍
Wen, Yu-Hsan
論文名稱: 預讀自動摘要對高中生閱讀新興科技英文文本的影響
The Impact of Pre-Reading Automatic Summaries on High School Students’ English Reading Regarding Emerging Science and Technology
指導教授: 邱瓊慧
Chiu, Chiung-Hui
口試委員: 邱瓊慧
Chiu, Chiung-Hui
蘇建元
Su, Chien-Yuan
許智超
Hsu, Chih-Chao
口試日期: 2024/07/31
學位類別: 碩士
Master
系所名稱: 資訊教育研究所
Graduate Institute of Information and Computer Education
論文出版年: 2024
畢業學年度: 112
語文別: 英文
論文頁數: 72
中文關鍵詞: 前導組織文本自動摘要英文閱讀理解認知好奇心外語閱讀焦慮
英文關鍵詞: advance organizers, automatic text summarization, English reading comprehension, epistemic curiosity, foreign language reading anxiety
DOI URL: http://doi.org/10.6345/NTNU202401877
論文種類: 學術論文
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  • 本研究旨在探討以預讀英文文本摘要作為前導組織的策略對於臺灣高中生英文閱讀理解、認知好奇心以及外語閱讀焦慮的影響,也更進一步了解學生對於此策略的滿意度或意見。本研究邀請了159位來自三所高中的學生參與這項為期四至六週的線上閱讀活動,並且共納入六篇以新興科技為主題的文章進行實驗。在閱讀英文文章並完成閱讀測驗之前,有提供由文本自動摘要工具所產出的摘要給實驗組的學生預讀,而對照組的學生則沒有。此外,在所有閱讀活動的前、後有分別進行認知好奇心和外語閱讀焦慮的前、後測。研究結果顯示,預讀摘要的策略能有效增進高中生的英文閱讀理解能力,並提升認知好奇心。對於能否降低外語閱讀焦慮方面,雖然未得到顯著的效果,不過實驗組及對照組的外語閱讀焦慮後測已有所降低。此外,學生對於此預讀策略表示高度滿意度,認為對於提前了解閱讀內容以及掌握重點知識等方面是有幫助的。

    This study was to investigate the effects of pre-reading English summaries as a type of advance organizer on Taiwanese senior high school students' reading comprehension, epistemic curiosity, and foreign language reading anxiety. The satisfaction and opinions of students regarding this pre-reading strategy was also further examined. In this study, 159 students from three senior high schools participated in this online reading activity for a total of four to six weeks. The six selected articles were based on emerging science and technology themes. Prior to reading an English article and completing the reading comprehension test, students in the experimental group were provided with a summary generated by an automatic text summarization tool, while students in the control group were not. Students took an epistemic curiosity scale and foreign language reading anxiety scale as the pre-test and post-test before and after all reading activities. The results revealed that pre-reading summaries can effectively strengthen senior high school students' reading comprehension and increase their epistemic curiosity. With regard to decreasing their foreign language reading anxiety levels, although there weren't significant effects, there was a decrease in anxiety levels for both experimental and control groups in the post-test. Students expressed a high level of satisfaction with this pre-reading strategy in this study, and found it helpful in understanding the reading content in advance and grasping the key points.

    摘要 i Abstract ii Acknowledgements iii Table of Contents iv List of Tables vii List of Figures ix 1. Introduction 1 1.1 Overview 1 1.2 Purpose 3 1.3 Research Questions 3 1.4 Definition of Terms 4 2. Literature Review 6 2.1 Advance Organizers 6 2.2 Pre-reading Summaries 7 2.3 Automatic Text Summarization (ATS) 9 2.3.1 QuillBot 11 2.3.2 TLDR This 11 2.3.3 One AI 12 2.3.4 ChatDOC 12 2.4 Reading Comprehension 13 2.4.1 Prior Content Knowledge 14 2.4.2 Linguistic Knowledge 15 2.5 Epistemic Curiosity 16 2.6 Foreign Language Reading Anxiety 18 2.7 Summary 19 3. Method 21 3.1 Research Design 21 3.2 Participants 22 3.3 Materials and Instruments 23 3.3.1 Reading Articles 23 3.3.2 Article Summaries 24 3.3.3 Background Questionnaire 25 3.3.4 Content Knowledge Questionnaire 25 3.3.5 Reading Comprehension Test 26 3.3.6 Epistemic Curiosity Scale (ECS) 29 3.3.7 Foreign Language Reading Anxiety Scale (FLRAS) 30 3.3.8 Satisfaction Questionnaire 32 3.4 Procedure 33 3.5 Data Analysis 36 4. Results 38 4.1 Reading Comprehension 38 4.2 Epistemic Curiosity 41 4.2.1 D-Type Epistemic Curiosity 42 4.2.2 I-Type Epistemic Curiosity 43 4.3 Foreign Language Reading Anxiety 45 4.3.1 Self-Efficacy in Reading 46 4.3.2 Difficulty in Reading 47 4.4 Satisfaction of Pre-reading Summarization 49 5. Discussion 54 5.1 Reading Comprehension 54 5.2 Epistemic Curiosity 55 5.3 Foreign Language Reading Anxiety 56 5.4 Satisfaction of Pre-reading Summarization 56 6. Conclusions 58 6.1 Conclusions 58 6.2 Research Limitations 59 6.3 Suggestions 59 References 61 Appendix A: Two-way Specification Table for Readings A-F 67

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