簡易檢索 / 詳目顯示

回結果列表
研究生： 謝佳琪
Chia-chi Hsieh
論文名稱： 同儕互教策略對台灣高中生英語學習之效益研究
A Study of the Effects of Reciprocal Peer Tutoring on Seniro High School EFL Students in Taiwan
指導教授： 周中天
Chou, Chung-Tien
學位類別： 碩士
Master
系所名稱： 英語學系
Department of English
論文出版年： 2011
畢業學年度： 99
語文別： 英文
論文頁數： 116
中文關鍵詞： 同儕輔導 、同儕互教策略 、第二語言教學
英文關鍵詞： peer tutoring, reciprocal peer tutoring, L2 teaching
論文種類： 學術論文
相關次數： 點閱：170  下載：15 
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報

    • 本篇論文旨在探討「同儕互教策略」（Reciprocal Peer Tutoring）對台灣高中生英文整體閱讀能力及學習態度的影響，同時探究「同儕互教策略」中教導同儕與被同儕教導兩種活動何者帶來較佳的英文學習效益。
    研究對象為台灣某高中三班高三學生，一班為實驗組，兩班為對照組。為期一學期的實驗中，實驗組班級在教師教授好每課的英文字彙與句型之後，便以「同儕互教策略」進行英文課文教學，其他兩班對照組則傳統教師直接授課的方式進行英文教學。本論文以閱讀測驗、課堂小考以及問卷來收集資料並加以分析。
    研究結果顯示，在量化測驗上，「同儕互教策略」未能顯著提升學生的英文閱讀能力，但些微的優於傳統英文教學法。學生的課堂小考分析顯示，教導同儕的活動也未能顯著促進學生在英文閱讀能力方面的學習，但其學習成效稍稍的優於被同儕教導的活動。問卷結果則顯示75%以上的學生肯定「同儕互教策略」，認為它引導學生擺脫被動學習，增進英文閱讀能力。
    研究的結論是「同儕互教策略」在高中英文課中不僅可行，且能引發學生主動、互助的學習習慣，使學生深入的學習英文閱讀；另外，學生在教導同儕的活動中比起被同儕教導更能深入的學習英文閱讀，雖然成效未達顯著。多數學生在「同儕互教策略」獲得學習英文閱讀的樂趣與成就感。因此，研究者建議英文教師可在高中英文課中實施「同儕互教策略」，鼓勵學生主動學習英文閱讀，並以合作的學習氣氛取代競爭。

    This study explores whether reciprocal peer tutoring enhances the overall EFL reading performance of senior high school EFL students in Taiwan and what attitude students hold toward reciprocal peer tutoring. The study participants were 117 third-graders from three intact classes of a public senior high school in Taiwan. Data were collected through reading comprehension measures, in-class quizzes, questionnaires and individual interviews. Quantitative data analyses showed that, although significance was not reached, RPT students demonstrated better EFL reading performance than the control groups. Quantitative data analyses also showed that, although significance was not reached, tutors demonstrated slightly better EFL performance than tutees. It was interpreted that RPT could slightly enhance the overall EFL reading performance of senior high school students in Taiwan, especially when they took the role of tutors. As for the qualitative data, it was revealed that a majority of students showed favorable attitude toward RPT in their EFL classroom, asserting that RPT helped them get rid of passive learning and deeper their learning of EFL material. It was concluded that RPT facilitated the EFL learning of senior high school students in Taiwan and increased their learning motivation. It was recommended that RPT be partially integrated into senior high school students’ EFL classroom in Taiwan, especially when the level of difficulty of the EFL material was slightly above the students’ proficiency level. It was hoped that active participation and cooperation could be encouraged through RPT in students’ EFL learning.

    CHAPTER ONE INTRODUCTION 1 1.1 Background and motivation 1 1.2 Purpose of the study 6 1.3 Research questions 7 1.4 Definition of key terms 7 1.5 Organization of the thesis 7 CHAPTER TWO LITERATURE REVIEW 9 2.1 A historical review of peer tutoring 9 2.1.1 Origins of peer tutoring 10 2.1.2 Peer tutoring since the 1970s 10 2.1.3 Peer tutoring today 11 2.2 Theoretical framework of peer tutoring 12 2.2.1 Cognitive developmental theories 13 2.2.2 Other relevant theories 14 2.3 Benefits and constraints of peer tutoring 15 2.3.1 Difference between peer interaction and teacher-student interaction 15 2.3.2 Evidence of the benefits of peer tutoring 17 2.3.2.1 Cognitive benefits of peer tutoring 17 2.3.2.1.1 Cognitive benefits of peer tutoring for tutors 18 2.3.2.1.2 Cognitive benefits of peer tutoring for tutees 19 2.3.2.2 Affective benefits of peer tutoring 20 2.3.2.3 Behavioral changes by peer tutoring 21 2.3.3 Evidence of the constraints of peer tutoring 22 2.3.4 Peer tutoring in the field of teaching English as a second/foreign language 23 2.4 Variations of peer tutoring 26 2.5 Reciprocal peer tutoring 28 2.5.1 Development of reciprocal peer tutoring 28 2.5.2 Previous studies on reciprocal peer tutoring 32 2.5.2.1 Previous studies on reciprocal peer tutoring in the western context 32 2.5.2.2 Previous studies on reciprocal peer tutoring in the context of Taiwan 37 2.5.3 The present study 40 CHAPTER THREE METHOD 42 3.1 Reciprocal peer tutoring in the present study 42 3.2 Participants 44 3.3 Teaching materials 46 3.4 Data collection measures and instruments 47 3.4.1 The Intermediate level GEPT reading comprehension tests 47 3.4.2 The school-based monthly English exams 48 3.4.3 The in-class quizzes 49 3.4.4 The questionnaire 51 3.4.5 The individual interviews 51 3.5 Procedures 52 3.5.1 A pre-study trial 52 3.5.1.1 Preparing students to teach 53 3.5.1.2 During the RPT session 53 3.5.1.2.1 Assigning roles of tutor and tutee 54 3.5.1.2.2 Tutoring 54 3.5.1.2.3 After the tutoring 55 3.5.2 Research procedures 56 3.6 Data analysis 57 3.6.1 Quantitative analysis 58 3.6.1.1 Pretest and posttest 58 3.6.1.2 In-class quizzes 58 3.6.2 Qualitative analysis 59 CHAPTER FOUR RESULTS AND DISCUSSION 60 4.1 Results 60 4.1.1 Quantitative findings 61 4.1.1.1GEPT reading comprehension tests 61 4.1.1.2 School-based monthly exams 62 4.1.2 The In-class quizzes 64 4.1.3 The findings from the questionnaire and interviews 68 4.1.3.1 The findings from the questionnaire 68 4.1.3.1.1 General attitude toward RPT 69 4.1.3.1.2 The aspects of RPT that students liked 69 4.1.3.1.3 The aspects of RPT which students disliked 71 4.1.3.1.4 Adequacy of RPT procedures 73 4.1.3.1.5 Perceptions of students’ improvement 74 4.1.3.1.6 Open-ended questions in the questionnaire 76 4.1.3.2 The findings from individual interviews 78 4.2 Discussion 83 4.2.1 Quantitative effectiveness of RPT in EFL learning 83 4.2.2 Tutor accuracy and tutee accuracy 85 4.2.3 Students’ perception of reciprocal peer tutoring in EFL learning 86 CHAPTER FIVE CONCLUSION 90 5.1 Summary of findings 90 5.2 Pedagogical implications 92 5.3 Guidelines for implementing RPT 94 5.4 Limitations of the study 95 5.5 Suggestions for future research 96 REFERENCES 98 Appendix A One Example of A Reading Selection in Lungteng English Reader V 108 Appendix B One Example of An In-class Quiz 111 Appendix C Perception Questionnaire (Chinese Version) 112 Appendix D Perception Questionnaire (English Version) 114 Appendix E Questions of the Individual Interviews 116

    Abbott, M., Greenwood, C. R., Buzhardt, J., & Tapia, Y. (2006). Using Technology-Based Teacher Support Tools to Scale up the ClassWide Peer Tutoring Program. Reading & Writing Quarterly, Vol. 22, Issue 1, 47-64.
    Allen, V. L. & Feldman, R. S. (1973). Learning through Tutoring: low-achieving children as tutors. Journal of Experimental Education, 42, 1-5.
    Almaguer, I. (2005). Effects of Dyad Reading Instruction on the Reading Achievement of Hispanic Third-Grade English Language Learners Bilingual Research Journal 29, 3. 509-526.
    Anderson, N. J. (2003). Scrolling, clicking, and reading English: Online reading strategies in a second/foreign language. The Reading Matrix, 3, 1–33. Retrieved from http://www.amschool.edu.sv/mined/LAm%20Models/article.pdf
    Annis, L. F. (1983). The process and effects of peer tutoring. Human learning, 2, 39-47.
    Arneman, K. & Prosser, M. (1993). The Development of Two Peer Tutoring Programmes in the Faculty of Dentistry, University of Sydney, in Proceedings of Conference on Peer Tutoring at the University of Auckland 19-21 August 1993. Auckland: Higher Education Research Office, University of Auckland.
    Arreaga-Mayer, C., Terry, B. J., & Greenwood, C. R. (1998). ‘Classwide Peer Tutoring,’ in Topping, K. J. & Ehly, S (ed.) Peer-Assisted Learning, Mahwah, N.J.: L. Erlbaum Associates.
    Bobko, E. (1984). The Effective Use of Undergraduates as Tutors for College Science Students. Journal of College Science Teaching, 14, 60-62.
    Buzhardt, J., Greenwood, C. R., Abbott, M., & Tapia, Y. (2007). Scaling up Classwide Peer Tutoring: Investigating Barriers to Wide-Scale Implementation from a Distance. Learning Disabilities: A Contemporary Journal 5 (2), 75-96.
    Buzhardt, J., Greenwood, C. R., Abbott, M., & Tapia, Y. (2007). Scaling up ClassWide Peer Tutoring: Investigating Barriers to Wide-Scale Implementation from a Distance. Learning Disabilities -- A Contemporary Journal, 5: 2, 75-96.
    Chang, C. Y. (張靜宜) (2010). The Effect of Extensive Reading on Reading Comprehension, Listening Comprehension, and Vocabulary Size. Master Thesis. National Taiwan Normal University.
    Chang, Y. W. (張雅惟) (2006). An Initial Study on Computer-supported Reciprocal Peer Tutoring - Solving Multiple-step Math Problems in the Fourth Grade as Example. Master Thesis. National Central University.
    Chao, Y. J. (趙月君) (2004). Action Research on Effects of Lowering Junior High School Students’ Anxiety toward the Learning of Math. Master Thesis. National Changhua University of Education.
    Cheng, S. H. (程上修) (2000). Using Cooperative Learning and Creative Problem-solving Strategy in the Learning of Climate of Senior High School Students. Master Thesis. National Taiwan Normal University.
    Cheng, Y. C. & Ku, H. Y. (2009). An investigation of the effects of reciprocal peer tutoring. Computers in Human Behavior. 25, 40-49.
    Cheng, Y. C. (鄭永志) (2009). Senior High School Students' Desired English Learning Objectives and Their Preferred In-Class English Learning Activities. Master Thesis. Tunghai University.
    Cheng, Y. H. & Good, W. L. (2009). L1 glosses: Effects on EFL learners’ reading comprehension and vocabulary retention. Reading in A Foreign Language, 21, 2, 119-142.
    Chiu, Y. L. (邱雅琳) (2008). Effects of Reciprocal Peer Tutoring on mathematical problem solving performances of the 9th graders. Master Thesis. National Changhua University of Education.
    Cook, S. B., Scrugs, T. E., Mastropieri, M. A. & Casto, G. C. (1986). Handicapped students as tutors. Journal of Special Education, 19, 4, 483-492.
    Cooper, L. (2007). The Effects of Classwide Peer Tutoring on the Reading Achievement of Urban Middle School Students. Education & Treatment of Children, 30: 2, 21-51.
    Delquadri, J., Greenwood, C. R., Stretton, K., & Hall, R. V. (1983). The peer tutoring game: A classroom procedure for increasing opportunity to respond and spelling performance. Education and Treatment of Children, 6, 225-239.
    Delquadri, J.,Greenwood, C. R., Whorton, D., Carta, J. J., & Hall, R. V. (1986). Classwide peer tutoring. Exceptional Children, 52, 535-542.
    Dewey, M. (2007). English as a lingua franca and globalization: an interconnected perspective. International Journal of Applied Linguistics, 17, 3, 332-354.
    Dörnyei, Z. & Murphey, T. (2003). Group Dynamics in the Language Classroom. Cambridge, England: Cambridge University Press.
    Duran, D. & Monereo, C. (2005). Styles and sequences of cooperative interaction in fixed and reciprocal peer tutoring. Learning and Instruction, 15, 179-199.
    Eldredge, J. L. (1995). Teaching decoding in holistic classrooms. Englewood Cliffs, NJ: Merrill Prentice Hall.
    Falchikov, N. (2001). Learning Together. New York, RoutledgeFalmer.
    Fantuzzo, J. W., Dimeff, L. A., & Fox, S. L. (1989). Reciprocal Peer Tutoring: A multimodal assessment of effectiveness with college students. Teaching of Psychology, 16, 3, 133-135.
    Fantuzzo, J. W., King, J. A., & Heller, L. R. (1992). Effects of reciprocal peer tutoring on mathematics and school adjustment: A component analysis. Journal of Educational Psychology, 84, 331-339.
    Fitz-Givvon, C. T. (1990). Success and failure in peer tutoring experiments in Goodlad and Hirst (ed.) Explorations in Peer Tutoring, London: Kogan Page.
    Forman, E. and Cazden, C.B. (1985). Exploration Vygotskian perspectives in education: the cognitive value of peer interaction, in J. V. Wertsch (ed.) Culture, communication, and cognition: Vygotskian perspectives, Cambridge: Cambridge University Press.
    Fuchs, D., Fuchs, L. S., Mathes, P. G., & Simmons, D. C. (1997). Peer-assisted learning strategies: Making classrooms more responsive to diversity. American Educational Research Journal, 34I, 174-206.
    Gardner III, R., Nobel, M. M., Hessler, T., Yawn, C. D., & Heron, E.T. (2007). Tutoring System Innovations: Past Practice to Future Prototypes. Intervention in School & Clinic, 43:2, 71-81.
    Gillam, A., Callaway, S. & Wikoff, K. H. (1994). The role of authority and the authority of roles in peer writing tutorials. Journal of Teaching Writing, 12, 2: 161-98.
    Goodlad, S. (ed.) (1998). Mentoring and Tutoring by Students. London: Kogan Page.
    Goodlad, S., & Hirst, B. (ed.) (1990). Explorations in Peer Tutoring. London: Kogan Page.
    Greenwood, C. R., Delquadri, J., & Bulgren, J. (1993a). Current challenges to behavioral technology in the reform of schooling: Large-scale high-quality implementation and sustained use of effective educational practices. Education and Treatment of Children, 16, 401–440.
    Greenwood, C. R., Finney, R., Terry, B., Arreaga-Mayer, C., Carta, J. J., & Delquadri, J., et al. (1993b). Monitoring improving and maintaining quality implementation of the ClassWide Peer Tutoring program using behavioral and computer technology. Education and Treatment of Children, 16, 19–47.
    Greenwood, C.R., Delquadri, J.C., & Hall, R. V. (1989). Longitudinal effects of classwide peer tutoring. Journal of Educational Psychology, 81, 371-383.
    Griffin, B. M. & Griffin, M. M. (1997). The effects of reciprocal peer tutoring on graduate students’ achievement, test anxiety, and academic self-efficacy. Journal of Experimental Education, 65, 3, 187-209.
    Griffin, M. M. & Griffin, B. M. (1998). An Investigation of the Effects of Reciprocal Peer Tutoring on Achievement, Self-Efficacy, and Test Anxiety. Contemporary Educational Psychology, 23, 298-311.
    Hawkins, T. (1982). Intimacy and audience: the relationship between revision and the social dimension of peer tutoring, in M. Harris, Tutor writing. A sourcebook for writing labs, Glenview, Illinois: Scott, Foresman & Company.
    Heron, T. E. & Harris, K.C. (2001). The educational consultant: Helping professionals, parents and students in inclusive classrooms. 4th ed. Austin, TX: Pro-Ed.
    Heron, T. E., Villareal, D. M., Ma, Y., Christianson, R. J., & Heron, K. M. (2006). Peer Tutoring Systems: Applications in Classroom and Specialized Environments. Reading & Writing Quarterly, 22: 1, 27-45.
    Herring-Harrison, T. J., Gardner III, R., & Lovelace, T. S. (2007). Adapting Peer Tutoring for Learners Who Are Deaf or Hard of Hearing. Intervention in School & Clinic, Vol. 43 Issue 2, p82-87.
    Houghton, S. & Bain, A. (1993). Peer Tutoring and Below-Average Readers. Journal of Behavioral Education. Vol. 3, No. 2, 125-142.
    Hsu, P. H. (徐保惠) (2009). An Observation of A Typical English Reading Class in Senior High School. Master Thesis. National Changhua University of Education.
    Hsueh, Y. Y. (薛雅月) (2008). Study of Integrating Reciprocal Peer Tutoring into Mathematics Teaching Project of Grade 5 in Elementary School. Master Thesis. National Taipei University of Education.
    Huang, S. M. (黃秀敏) (2002). The Effects of Cooperative Learning through Literature: Vocabulary Acquisition of EFL Senior High School Students. National. Master Thesis. National Kaohsiung Normal University
    Hughes, T. & Fredrick, L. (2006). Teaching Vocabulary with Students with Learning Disabilities Using Classwide Peer Tu,toring and Constant Time Delay. Journal of Behavioral Education, Vol. 15 Issue 1, 1-23.
    Hunt, A., & Beglar, D. (2005). A framework for developing EFL reading vocabulary. Reading in a Foreign Language, 17, 1, 23-59.
    Iwahori, Y. (2008). Developing reading fluency: A study of extensive reading in EFL. Reading in a Foreign Language, 20, 1, 70-91.
    Jenkins, J. (2006). Current Perspectives on Teaching World Englishes and English as a Lingua Franca. TESOL Quarterly, 40,1, 157-181.
    Kamps, D. M., Greenwood, C., Arreaga-Mayer, C., Veerkamp, M. B., Utley, C., Tapia, Y., Bowman-Perrott, L., & Bannister, H. (2008). The Efficacy of ClassWide Peer Tutoring in Middle Schools. Education & Treatment of Children, 31: 2, 119-152.
    Kao, Y. M. (高郁茗) (2004). The Use of Extensive Reading in a Senior High School English Curriculum. Master Thesis. National Tsing Hua University.
    Kennedy, M. (1990). Cross-age tutoring – a controlled evaluation using poor readers in a comprehensive school, in Goodlad, S and Hirst B. (eds) Exploration in Peer Tutoring. Oxford: Basil Blackwell.
    Keshavarz, M. H., Atai, M. R., & Ahmadi, H. (2007). Content schemata, linguistic simplification, and EFL readers’ comprehension and recall. Reading in a Foreign Language, 19, 1, 19-33.
    Ku, S. Y. (古秀雲) (2008). A case study on senior high school English teachers' beliefs and practices in reading instruction. Master Thesis. National Chengchi University.
    Lao, C. Y. & Krashen, W. (2000). The impact of popular literature study on literacy development in EFL: more evidence for the power of reading. System, 28, 261-270.
    Lu, C. W. (陸正威) (1998). An Experimental Study for the Effects of RPT Program on Elementary Students’ Performance, Anxiety and Meta-cognition of Mathematical Problem Solving. Master Thesis. National Hsinchu University of Education.
    Maslow, A. H. (1968). Toward a psychology of being. (2nd ed.). New York:Van Nostrand.
    McCafferty S. G., Jacubs, G. M., & Ana Christina, D. I. (2006). Cooperative Learning and Second Language Teaching. US: Cambridge University Press.
    McMaster, K. L., Fuchs, D., & Fuchs, L. S. (2006). Research on Peer-Assisted Learning Strategies: The Promise and Limitations of Peer-Mediated Instruction. Reading & Writing Quarterly, 22: 1, 5-25.
    Medway, F. J. (1991). A social psychology analysis of peer tutoring. Journal of Developmental Education, 15, 1: 20-26.
    Miller, A.D., Barbetta, P.M., & Heron, T. E. (1994). Starting tutoring: Designing training, implementing, and adapting tutoring programs for school and home settings. In R. Gardner, III, D. Sainato, J.O. Cooper, T. E. Heron, W. L. Heward, J. Eshleman, & T. A. Grossi (Eds), Behavior analysis in education: Focus on measurably superior instruction (pp. 265-282). Monterey, CA: Brooks-Cole.
    Ministry of Education, Republic of China (Taiwan). (2010). Guidelines for Senior High School English Curriculum. http://edu.law.moe.gov.tw/LawContent.aspx?id=GL000364 (11 Oct. 2010)
    Moust, J.C., De Volder, M. L., & Nuy, H. J. P. (1989). Peer teaching and higher level cognitive learning outcomes in problem-based learning. Higher Education, 18, 737-742.
    Mynard, J. & Almarzouqi, I. (2006). Investigating peer tutoring. ELT Journal, 60, 1, 13-22.
    Poehner, M. (2009). Group Dynamic Assessment: Mediation for the L2 Classroom. TESOL Quarterly, 43, 471-491.
    Rittschof, K. A. & Griffin, B. W. (2001). Reciprocal Peer Tutoring: re-examining the value of a co-operative learning technique to college students and instructors. Educational Psychology, 21, 3, 313-331.
    Sarbin, T. R. (1976). Cross-age tutoring and social identity in V. L. Allen (ed) Children as Teachers: theory and research on tutoring. New York: Academic Press.
    Shieh, W. & Freiermuth M. R. (2010). Using the DASH Method to Measure Reading Comprehension. TESOL Quarterly, 44, 1, 110-128.
    Suzuki, A., Sato, T., & Awazu, S. (2008). Graphic Display of Linguistic Information in English as a Foreign Language Reading. TESOL Quraterly, 42, 4, 591-616.
    Topping, K. J. & Ehly, S. W. (Eds.) (1998). Peer-Assisted Learning. Mahwah, NJ: Lawrence Erlbaum.
    Topping, K. J. (1996b). Effective peer tutoring in further and higher education: a typology and review of the literature. High Education, 32:321-45.
    Topping, K. J. (1998). The effectiveness of peer tutoring in further and high education: a typology and review of the literature, in Goodlad, S. (eds) Mentoring and Tutoring by Students. London: Kogan Page.
    Topping, K. J. (2005). Trends in Peer Learning. Educational Psychology, 25, 6, 631-645.
    Tsai, Y. C. (蔡宜君) (2009). EFL Learners’ Test-taking Strategy Uses in Reading Comprehension Questions – A Study on High School Students in Southern Taiwan. Master Thesis. National Cheng Kung University.
    Tsui, A. & Tollefson, J. W. (ed.) (2007). Language policy, culture and identity in Asian contexts. Mahwah, New Jersey : Lawrence Erlbaum Associates.
    Vygotsky, L. S. (1978). Mind in society. M. Cole, V. John-Steiner, S. Scribner, and E. Souberman (Eds). Cambridge, MA: Harvard University Press.
    Wagner, L. (1990). Social and historical perspectives on peer teaching in education, in Foot, H. C., Morgan, M.J., & Shute, R.H. (eds) Children Helping Children. Chichester: Wiley.
    Webb, N. M. & Farivar, S. (1994). Promoting helping behavior in cooperative small groups in middle school mathematics. American Education Research Journal, 31, 369-395.
    Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89-100.
    Wright, J. & Cleary, K.S. (2006). Kids in the tutor seat: Building schools’ capacity to help struggling readers through a cross-age peer-tutoring program. Psychology in the Schools. Vol. 43 Issue 1, p. 99-107.
    Wu, J. F. (吳榮豐) (2004). Computer Supported Reciprocal Peer Tutoring for Fraction Learning. Master Thesis. National Central University.
    Wu, S. F. (吳淑芬) (2008). The Effects of Interactive Approach on Senior High School Students' Reading & Writing Skills. Master Thesis. National Changhua University of Education.
    Xu, Y. Y., Gelfer, J., & Perkins, P. (2005). Using Peer Tutoring to Increase Social Interactions in Early Schooling. TESOL Quarterly, 39: 1, 83-106.
    Yao, S. F. (2003). A Study of Integrating Reading and Writing in a Senior High School Classroom. Master Thesis. National Chung-Cheng University.
    Yu, Z. Y. (余遵彝) (2007). Action Research on Lowing Senior High School Students’ Anxiety of Learning Math through Cooperative Learning. Master Thesis. National Kaohsiung Normal University.
    Zhang, L. J. (2010). A Dynamic Metacognitive Systems Account of Chinese University Students’ Knowledge About EFL Reading. TESOL Quraterly, 44, 2, 320-353.
    Zuengler, J. & Miller, E. R. (2006). Cognitive and Sociocultural Perspectives: Two Parallel SLA Worlds? TESOL Quarterly, Volume 40, Number 1, 35-58.

    下載圖示
    QR CODE