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Author: 王建文
Wang, Chien-Wen
Thesis Title: 運用圖像組織圖提升後設認知策略使用及自主學習能力於電子書閱讀
The Effect of Graphic Organizer on Enhancing Metacognitive Strategies Use and Promoting Learner Autonomy in E-book Reading
Advisor: 郝永崴
Degree: 碩士
Master
Department: 課程與教學研究所
Graduate Institute of Curriculum and Instruction
Thesis Publication Year: 2020
Academic Year: 108
Language: 中文
Number of pages: 108
Keywords (in Chinese): 後設認知策略自主學習圖像組織電子書
Keywords (in English): Metacognitive strategies, Learner autonomy, Graphic organizer, E-book
DOI URL: http://doi.org/10.6345/NTNU202001454
Thesis Type: Academic thesis/ dissertation
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  • 現今電子書廣泛運用於教育領域。語言教師試圖使用電子書來提升學習者的閱讀理解能力,是由於電子書配有朗讀功能、動畫、聲音、音樂、多媒體效果等。另一方面,有研究指出閱讀電子書會使讀者感到眼睛疲憊、易於分心、閱讀疲乏。為了要幫助學習者閱讀電子書,本研究試圖探究運用圖像組織來提升學習者的後設認知策略及自主學習能力於電子書閱讀。
    八十七位大學二年級學生被分配到自製圖像組織組,八十三位大學二年級學生被分配到教師自製圖像組織組。兩組學生完成後設認知問卷與自主學習問卷後,接受為期四週的後設認知策略訓練及製作圖像組織訓練。接著,自製圖像組織組需讀完電子書後再自製屬於自己的圖像組織,並持續十週。教師自製圖像組織組的學生被要求閱讀電子書後,下載教師設計的圖像組織學習單並完成該學習單的空格部分。兩組學生皆須將完成後的圖像組織帶至課堂上,並與組員分享自身的後設認知策略使用與分享該電子書的故事內容。在學期末時,兩組學生完成了十個圖像組織後,並再填寫後設認知問卷與自主學習問卷。
    本研究主要發現如下:第一,自製圖像組織組的學生在後設認知策略使用、自主學習信念、自主學習行為,比教師自製圖像組織組的學生有較明顯的顯著差異。第二, 成對樣本t檢定顯示自製圖像組織組的學生在後設認知策略使用及自主行為上有顯著差異。第三,雖然教師自製圖像組織無法直接地幫助學生提升後設認知策略使用,但卻可以有效提升學習者在語言學習的自主行為。
    根據上述結果,本研究建議教師可以運用後設認知策略訓練,提升學習者的閱讀能力於電子書閱讀。再者,教師可以讓學生自製圖像組織來提升後設認知意識。最後,教師自製圖像組織可被用來幫助初階學習者了解該讀本內容的因果關係,也能協助初階學習者運用瀏覽的閱讀策略。

    Today, electronic books (e-books) are widely implemented in educational context. Language teachers intend to use e-books to enhance language learners’ reading comprehension because of its features of read-aloud function, animation, sound, music video, multimedia effect, and so on. However, previous studies indicated the weakness of reading e-book such as tired eyes, distractions, and lengthy information. In order to help learners read e-books, this study attempted to investigate the effect of graphic organizers on enhancing learners’ metacognitive strategies use and learner autonomy in an e-book reading environment.
    Eighty-seven sophomores coming from two classes were assigned to the self-generated organizer group and eighty-three were assigned to the ready-made organizer group. Both groups were asked to respond to the questionnaires of metacognitive strategy use and learner autonomy. Metacognitive strategy and graphic organizer instruction were given to self-generated and ready-made organizer groups for 4 weeks. Then, the self-generated organizer group was asked to create their own graphic organizers after reading each e-book. The Ready-made organizer group was required to read an e-book, download ready-made organizer, and fill in the information. Both groups were asked to bring their organizers weekly, discuss their metacognitive strategy use, and share the e-book reading content. In the end of the semester, both groups finishing at least ten graphic organizers were asked to complete the questionnaires of metacognitive strategy use and learner autonomy.
    The major findings were presented as follows. First, the learners who studied e-book accompanied by a self-generated organizer significantly outperformed the ready-made organizer group on the metacognitive reading strategies use, autonomous beliefs, and autonomous behavior. Second, the results of the paired-sample t-test revealed significant differences regarding the self-generated organizer group’s autonomous behaviors and metacognitive strategies on e-book reading after using self-generated organizer. Third, the ready-made organizer cannot help the learners improve metacognitive reading strategies directly, but it can significantly promote the learners’ autonomous behaviors.
    Based on the major findings, it is suggested that the training in metacognitive strategy instruction can enhance the learners’ reading comprehension in an e-book reading environment. Furthermore, the EFL instructors can use self-generated organizers to enhance the learners’ use of metacognitive strategy. Additionally, ready-made organizer can help the learners with lower language proficiency understand the relationships of each construct and employ the strategy of scanning.

    CHAPTER 1 INTRODUCTION 1 1.1 Background of the Research 1 1.2 Purpose of the Study 3 1.3 Significance of the Study 4 1.4 Definition of Terms 4 1.5 Research Procedure 7 CHAPTER 2 LITERATURE REVIEW 8 2.1 Computer-Assisted Reading 8 2.1.1 The Empirical Study on Computer-Assisted Reading 12 2.1.2 Application of e-book book in language learning 14 2.2 Learner Autonomy 18 2.2.1 Theoretical Background of Learner Autonomy 19 2.2.2 Approaches to Fostering Learner Autonomy 22 2.2.3 Empirical Studies on Learner Autonomy 24 2.2.4 Learner Autonomy and Computer-Assisted Language Learning 27 2.3 Metacognitive Strategies 29 2.3.1 Metacognitive Teaching Framework 31 2.3.2 Empirical Studies on Metacognitive Strategies in Reading 33 2.3.3Metacognitive Strategies and Learner Autonomy 35 2.4 Graphic Organizer 35 2.4.1 Types of Graphic Organizer 36 2.4.2 Empirical Study on Graphic Organizer 38 2.5 The Present Study 42 CHAPTER THREE METHOLOGY 44 3.1 Participants 44 3.2 The Online E-book Reading Materials and Report Function 44 3.3 Instructional Design 46 3.3.1 Metacognitive Strategies Instruction 46 3.3.2 Graphic Organizer Instruction 47 3.3.3 Self-Generated Organizer Group 48 3.3.4 Ready-made Organizer Group 48 3.3.5 Evaluation of Self-generated and ready-made graphic organizer 49 3.4 Quantitative Instrument 49 3.5 Data Analysis 50 3.5.1 Quantitative Data Analysis 50 3.5.2 Interview 52 CHAPTER FOUR RESULT 54 4.1 Descriptive statistics of Background Information 54 4.2 Comparison of learners’ metacognitive strategies use and learner autonomy between self-generated organizer group and ready-made organizer group 55 4.3 Comparison of learners’ metacognitive strategies use and learner autonomy between pre- and post-tests 57 4.4 The Relationships between Learners’ Metacognitive strategies and Autonomous Behavior 60 4.5 Result of Interviews 62 4.5.1 The Application of Metacognitive Strategies 62 4.5.2 The Influence of Graphic Organizers on Autonomous Behavior 66 4.5.3 The Difference between Autonomous Beliefs and Autonomous Behavior 68 CHAPTER FIVE DISCUSSION 72 5.1 Research Question 1: Are there any significant differences between the self-generated organizer group and ready-made organizer group in their learner autonomy and metacognitive strategies after the completion of e-book reading program? 72 5.2 Research Question 2: Did the students think self-generated organizer and ready-made organizer helped them enhance their learner autonomy and metacognitive strategies? 76 5.3 Research Question 3: Is there a significant relationship between the learner autonomy and metacognitive strategies of the self-generated organizer group and ready-made organizer group? 79 CHAPTER SIX CONCLUSION 81 6.1 Summary of major findings 81 6.2 Pedagogical implication 83 6.3 Limitations 85 6.4 Suggestions for future studies 85   Appendix List Appendix A Textbook reading 97 Appendix B Main points selected by the researcher 99 Appendix C Graphic organizer rubric 100 Appendix D The Original translated questionnaire 101 Appendix E The revised metacognitive strategies and learner autonomy questionnaires 104 Appendix F Interview questions 107 Appendix G An example of ready-made organizer 108

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