| Abstract: | 數位閱讀的超文件連結特質，搭建起與網路世代讀者一個共同的平台。利用超文件連結結合影音及視訊、動畫等媒體的特點，以往從傳統文本無法得到的視覺、聽覺及網路的組合，現在可以實現了。單是將聲音加注文本，便可幫助閱讀緩慢者、具聽力障礙及學習第二外語相對有困難的學生，藉由額外的聽力輔助，解決在閱讀理解過程當中所遇的瓶頸將 (Alexander et al., 1994a; Beck & McKeown, 1999; Hailey & Hailey, 1998) 進而提升閱讀理解力。矛盾的是，這些外加的影音及視訊動畫功能，卻也可能同時為學習者帶來干擾。對於使用視覺為主的學習者而言，語音合成技術的特點可能造成干擾；相反地，傾向聽覺為主的學習者，同樣的特點卻成為他們閱讀上的助益、進而更專心在閱讀上。相形之下，在研究電子書閱讀領域時，對於數位閱讀為閱讀理解及批判性思考所帶來的潛在優點及威脅的相關研究之重要性不可言喻。這項為期兩年的研究計畫將採用質量並重的研究方法進行，自2011 學年度起至2012 學年度，每學年度將囊括兩班大一必修閱讀指導課的50 位學生參與這項研究。第一年，將從閱讀理解測驗及閱讀態度量表兩方面收集量化資料，藉以探討使用語音合成功能的學生及未使用語音功能的學生在閱讀理解能力及態度上是否有所差異。在第二年的研究當中，重點主要為探討使用Kindle結合臉書及紙本結合Moodle教學平台線上討論的學生，在提出高層次問題的技巧上，有何相異之處。藉由分析線上讀者回應，本研究將探索哪些因素有助於批判思考，哪些會造成阻礙。期許此研究對於冀望在既有讀寫能力訓練當中可以融入新教學科技的教師們，能夠帶來貢獻。以下10 個研究問題將是本研究的探討方向。研究第一年（2011年8月至2012年7月） 1. 語音合成功能(TTS)如何影響學生對於選定小說的閱讀理解？實驗組(有語音合成功能)與對照組(無語音合成功能)，在小說的閱讀理解上，有何相異之處? 2. 語音合成功能對於學生一般閱讀理解理有何影響？在上完一學年結合Kindle的閱讀課程之後，實驗組(有語音合成功能)與對照組(無語音合成功能)之間，在一般閱讀理解力上，有何相異之處? 3. 在上完一學年結合Kindle的閱讀課之後，實驗組(有語音合成功能)與對照組(無語音合成功能)之間，在閱讀態度上，有何相異之處? 4. 學生對於Kindle結合廣泛閱讀的看法為何? 5. 在上完一學年結合Kindle的閱讀課之後，實驗組(有語音合成功能)與對照組(無語音合成功能)之間，在Kindle 結合臉書平台上的讀者回應，有何相異之處? 研究第二年（2012年8月至2013年7月） 1. 透過電子閱讀器的使用，如何影響學生們在臉書平台的讀者註記以及彼此的讀者分享? 2. 使用Kindle平台與Moodle教學平台線上討論的學生，在讀者回應方面，有何相異之處? 3. 在一年的閱讀計畫展開後，透過提問層次，使用Kindle與Moodle教學平台線上討論的學生，在高階思考能力上，有何相異之處? 4. 在參與教學平台的主題討論版過程中，學生們如何看待他們的讀者回應經驗? 5. 在參與Kindle平台的主題討論版過程中，學生們如何看待他們的讀者回應經驗？當前對於電子書，像是Kindle閱讀器的研究，還相當缺乏。科技的進步，相對文本的呈現方式也隨之改變，因而探討不同呈現方式如何影響學生的閱讀理解是有其必要性。因此，本研究冀望藉由密切觀察使用語音合成功能的電子閱讀器對閱讀理解及閱讀態度的影響，提升有關電子閱讀器的相關研究。科技的快速擴散，不斷地衝擊老師及學生對讀寫能力的看法 (Labbo, 1996; Leu, 2002; Reinking, 1998)。當我們竭力提供給孩子美好未來的同時，傳統定義下的語文教學並無法滿足這樣的需求(Leu, 2002, p. 310)。然而，在新的讀寫能力當中，傳統讀寫能力中的要素依舊不可或缺。當我們運用科技得宜，科技便開啟了一扇窗，得以實現以往透過傳統紙本無法達到的閱讀教學 (Valmont & Wepner, 2000)。研究者體認到，必須要因應快速變遷的新讀寫能力，以使得教育更能滿足當今學習者的需要(Hobbs, 2006)。將科技融入傳統的閱讀教學，將提供一個管道，使得學生擁有額外的途徑投入閱讀，這不僅可能提升他們的閱讀興趣、也能提升他們的閱讀理解能力。除此之外，此研究的成果將有助於了解，在培養高層次思維技巧的過程中，如何將電子閱讀器的特點發揮到淋漓盡致。
The dynamic nature of the hypertext environment gives digital reading an ability to find common ground with the Net Generation readers. Because hypertext environment is capable of incorporating audio, animation, video clips, and the like, it offers a medley of sights, sounds and links that the conventional text cannot provide. Simply adding sound to text has enormous benefits for poor readers, the hearing impaired, and struggling ESL/EFL readers (Alexander et al., 1994a; Beck & McKeown, 1999; Hailey & Hailey, 1998), as the additional auditory input helps readers fill in the gaps and enhance reading comprehension. Paradoxically, the ability to provide sound, animations, video clips and the like can also be distracting for learners (Harper et al., 2000). What is a benefit for some may be a disadvantage for others. Visual learners may find text-to-speech feature of e-books unnecessary whereas auditory learners may use the exact same feature to help keep them on reading track. Evidently, research in this area is much needed to shed light on the potential advantages and threats of digital reading to reading comprehension and critical thinking, which constitutes one of the most important areas to study when e-book reading is concerned. Using a mixed method approach, this two-year project will be conducted with 50 or so college freshmen (per year) taking their required reading course from 2011 to 2012 school year. First year, the quantitative data from the reading comprehension test and reading attitude survey will be collected to identify any difference between the text-to-speech enabled group and the text-to-speech disabled group. For second year, the focus will be on whether there is any difference in the higher-order thinking questions raised by students in the Kindle-Facebook mediated and Moodle-mediated threaded discussions. This study involves analysis of electronic literature responses in search of emerging trends within the facilitative and inhibitive factors in cultivating critical thinking. It is anticipated that the findings from this study will provide valuable information for teachers who wish to embed the new instructional technologies within already meaningful literacy practices. The following questions will guide the research and data analysis for this study. The First Year Research Questions (08/01/2011~07/31/2012) 1. What is the effect of text-to-speech (TTS) feature on students’ content-specific reading comprehension? Is there any difference in novel-based reading comprehension between the experimental (TTS enabled) group and the control group (TTS disabled)? 2. What is the effect of text-to-speech feature on students’ general reading comprehension? Is there any difference in general reading comprehension between the experimental (TTS enabled) group and the control group (TTS disabled) after a year-long participation in Kindle-integrated reading program? 3. Is there any difference in students’ reading attitudes between the experimental (TTS enabled) group and the control group (TTS disabled) after a year-long participation in Kindle-integrated reading program? 4. How do the students perceive the integration of Kindle into their extensive reading? 5. Is there any difference in the Kindle-mediated response journals between the experimental (TTS enabled) group and the control group (TTS disabled) as the year-long Kindle-integrated reading program unfolds? The Second Year Research Questions (08/01/2012~07/31/2013) 1. How does the electronic reading device (Kindle) affect the ways in which the students interact with and respond to one another via Facebook-mediated annotation and sharing? 2. Is there any difference in students’ posted journal responses between the Kindle-mediated and Moodle-mediated threaded discussion groups? 3. Is there any difference in students’ higher-order thinking skills, measured by the raised response questions, between the Kindle-mediated and Moodle-mediated threaded discussion groups as the year-long reading program unfolds? 4. How do the students taking part in Moodle-mediated threaded discussion boards make sense of their reader response experience? 5. How do the students taking part in Kindle-mediated threaded discussion boards make sense of their reader response experience? There is scarcity of research that explores the features of electronic books, such as Kindle. As technology brings changes and advances in the way text is presented, it is necessary to determine the effects of the different presentation modes (text-to-speech enabled or disabled) on readers’ comprehension. Therefore, the current study intends to fill in the void by closely monitoring the differing reading comprehension and reading attitudes (if any) with the text-to-speech feature of Kindle. The rapid penetration of technology continues to significantly affect how teachers and students view and learn literacy (Labbo, 1996; Leu, 2002; Reinking, 1998). “Traditional definitions of literacy instruction will be insufficient if we seek to provide children with the futures they deserve” (Leu, 2002, p. 310). However, traditional elements of literacy will continue to be essential within the new literacies. When used effectively, technology has the potential to open doors to teaching and learning how to read in ways not available from traditional print sources (Valmont & Wepner, 2000). The researcher of the proposed study recognizes the need to respond to the changing nature of the new literacies in order to make education more responsive to today’s learners (Hobbs, 2006). Tapping aspects of technology into a traditional reading instruction may provide students with additional avenue to engage in reading, which might in turn rejuvenate their reading interest and enhance their reading comprehension. Moreover, research results from the current study will help identify the ways in which the features of electronic books could be best utilized to cultivate higher-order thinking skills. |
