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研究生：	籃玉如 Yu-Ju Lan
論文名稱：	以行動科技支援之合作學習培養EFL學習者早期英語閱讀能力 Fostering Early EFL Reading Abilities Through Mobile-Device-Supported Collaborative Learning
指導教授：	張國恩 Chang, Kuo-En 宋曜廷 Sung, Yao-Ting
學位類別：	博士 Doctor
系所名稱：	資訊教育研究所 Graduate Institute of Information and Computer Education
論文出版年：	2006
畢業學年度：	94
語文別：	英文
論文頁數：	178
中文關鍵詞：	行動學習、合作學習、早期英語閱讀
英文關鍵詞：	mobile learning, collaborative learning, early EFL reading
論文種類：	學術論文
相關次數：	點閱：277 下載：64
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本研究旨在探討行動科技對EFL學習者早期閱讀的影響。本研究進行了三個實驗來研究這個課題：(1)試驗性研究，主要是確定應用行動科技於早期EFL閱讀學習活動的恰當時機與策略；(2)實驗一，根據試驗性研究的結果，提出以行動載具支援同儕互助學習的早期EFL閱讀模式，目的是解決存在於傳統合作學習小組的問題；以及(3)實驗二，旨在利用行動科技提升學生對自我學習責任的認知與強化小組合作學習的成效。研究結果顯示恰當使用行動科技不僅可以解決合作學習小組原有的問題，也有助於EFL學生基礎英語閱讀能力的培養。此外，行動載具支援的責任分派機制能有效提升EFL學生對自我學習責任的認知，進而促使他們表現出更積極、負責與合作的行為，因而在基礎英語閱讀能力上獲得顯著或是較好的進步。同時，本研究對使用行動載具支援EFL的合作閱讀活動的時機與方法提出具體有效的建議，有助於後續的研究發展。

The purposes of this thesis were to explore the impact of mobile technology on elementary EFL reading. Three studies were conducted to investigate this issue: (a) Pilot study, aimed at identifying the opportune moment and approaches to apply mobile technology to elementary EFL reading teaching and learning; (b) based on the results of the pilot study, in Experiment I, a mobile-device-supported peer-assisted learning model (MDPAL) was proposed to deal with the weaknesses in a traditionally collaborative learning group; and (c) Experiment II focused on promoting the awareness of elementary EFL learners’ learning responsibility and strengthening the collaborative effect in a learning group. The results of these studies show that the use of mobile devices effectively reduced the identified weaknesses found in the traditional collaborative learning activities. The use of mobile technology in collaborative reading activities benefited elementary EFL learners’ low level linguistic skills development. Besides, the mobile-device-supported responsibility distribution mechanism effectively promoted elementary EFL learners’ awareness of their responsibility to their own learning led to their active, responsible, collaborative learning behaviors, and consequently triggered better or significant progress in early linguistic skills. The analyses have identified effective ways of using mobile devices to support collaborative EFL reading activities.

TABLE OF CONTENTS
LIST OF TABLES  xi
LIST OF FIGUERS  xiii
CHAPTER 1 Introduction  1
1 Statement of the Problem  5
2 Statement of the Purpose  6
3 Research Questions  8
4 Significance of the Study  9
5 Definitions  10
CHAPTER 2 Literature Review  15
1 Reading comprehension process  16
2 Early reading instruction program  19
3 Scaffolding  20
4 Cooperative learning  23
5 Computer technology for early reading instruction  25
6 Mobile leaning  28
CHAPTER 3 Pilot Study: Collaborative Learning in Heterogeneous EFL Early Reading Groups  30
1 Subjects  30
2 Instruments  31
2.1 Teaching materials  31
2.2 In-class observation checklist  32
3 Design  34
4 Procedure  35
5 Results  36
6 Discussion and conclusion  41
CHAPTER 4 Experiment I: The Mobile-Device-Supported Peer-Assisted Learning Model (MDPAL)  44.
1 Subjects  44
2 Instruments  45
2.1 Teaching materials  45
2.2 DIBELSTM  45
2.3 In-class observation checklist  47
2.4 Hardware  48.
3 MDPAL system  48
4 Design  52
5 Procedure  55
6 Results  56
6.1 The measure results of early English reading skills  57
6.2 The results of the in-class observation  60
7 Discussion and conclusion  64
CHAPTER 5 Experiment II: The Computer Assisted Reciprocal Early English Reading System (CAREER)  66
1 Subjects   67
2 Measure instruments  68.
2.1 Teaching materials  68
2.2 DIBELSTM  69
2.3 In-class observation checklist  70
2.4 Hardware  71
3 CAREER system  71
3.1 Sight word module  73
3.2 Phonetic word module  73
3.3 Peer assessment module  74
4 Design  81
5 Procedure  82
6 Results  85
6.1 The measure results of early English reading skills  86
6.2 The results of the in-class observation  93
7 Discussion and conclusion  97
CHAPTER 6 General Discussion  100
CHAPTER 7 Conclusion and Future Work  108
1 Conclusion  108
2 Future work  110
APPENDIX A: Reading Materials Used in Pilot Study  112
APPENDIX B: In-Class Observation Checklist Used in Pilot Study  117
APPENDIX C: Collaborative Reading Rules  119
APPENDIX D: Step-By-Step Reading Guide  120
APPENDIX E: Group-Process Rating Scale  121
APPENDIX F: Discourse Examples in Collaborative Reading Groups  122
APPENDIX G: Reading Materials Used in Experiment I  126
APPENDIX H: The Measurement Instruments for Basic Early Linguistic Skills for Experiment I  141
APPENDIX I: In-Class Observation Checklist Used in Experiment I  143
APPENDIX J: The Specification of TravelMate C110 Convertible Tablet PC 144
APPENDIX K: Reading Materials Used in Experiment II  145
APPENDIX L: The Measurement Instruments for Basic Early Linguistic Skills for Experiment II  164
APPENDIX M: In-Class Observation Checklist Used in Experiment II  166
REFERENCES  168
LIST OF TABLES
Definition of Pattern I in GRB  33
Definition of Patterns P and G in GRB  33
Definitions of Discourse Types in Small Group Reading Activities  34
The Whole Class Average of GRB Patterns of the Five Teaching Packages  37
The Intra-Group Interactive Models of Each Reading Group in the Five Teaching Packages  40
The Means and Standard Deviations for the Scores of the Early Linguistic Ability in PSF  57
A Two Way Analysis of Covariance Testing the Effect of MDPAL on Students’ Early Linguistic Ability in PSF  58
The Means and Standard Deviations for the Scores of the Early Linguistic Ability in NWF (Experiment I )  59
A Two Way Analysis of Covariance Testing the Effect of MDPAL on Students’ Early Linguistic Ability in NWF (Experiment I)  60
The Frequencies of the Four Target Behaviors and the Chi-Square Analysis Results  61
The Frequency of Each Category of Behaviors  62
The Means and Standard Deviations for the Scores of the Early Linguistic Ability in NWF (Experiment II)  87
A Two Way Analysis of Covariance Testing the Effect of CAREER on Students’ Early Linguistic Ability in NWF (Experiment II)  88
The Means and Standard Deviations for the Scores of the Early Linguistic Ability in ORF  89
A Two Way Analysis of Covariance Testing the Effect of CAREER on Students’ Early Linguistic Ability in ORF  90
The Means and Standard Deviations for the Scores of the Early Linguistic Ability in RTF  91.
A Two Way Analysis of Covariance Testing the Effect of CAREER on Students’ Early Linguistic Ability in RTF  92
The Simple Main Effect Analysis in RTF  92
The Reading Behaviors of Elementary EFL Students and Chi-square Analysis Results  95
LIST OF FIGURES
Mutual interactive cognitive processing model of EFL early reading  17
The whole class average of GRB patterns  38
The learning flow in the MDPAL system  48
An example of the phonological skill training in MDPAL: sight word learning activities  51
An example of the phonological skill training in MDPAL: phonetic word learning activities  51
An example of text reading activities with online supports  52
Mixed methods research process model  54
The frequencies of each behavior category happened in each observed turn: (a) experimental group, (b) control group  64
The modules of CAREER system  73
An example of the phonological skill training in CAREER: sight word learning activities  75
An example of the phonological skill training in CAREER: phonetic word learning activities  75
An example of paragraph reading activities  76
An example of story map activities  76
An example of peer-assisted assessment  77
The workflow in CAREER system  78
The teaching strategies and the corresponding activities of sight word instruction  79
The teaching strategies and the corresponding activities of phonetic word instruction  80
The teaching strategies and the corresponding activities of text reading and peer assessment  81
                                

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