行動註記與英文閱讀：學生的策略與態度

Abstract

第二語言研究相關文獻顯示，行動輔助語言學習（簡稱MALL）應用在第二語言學習時具有許多優點，例如：可攜性、使用彈性、立即回饋性、社會互動性、連結性、擁有性、暨隨時隨地取用語言學習工具與真實語言學習材料的自由性。由於行動科技的發展日新月異，在行動裝置上進行畫記和加上註記資料已經成為十分普遍的動作，然而截至目前，尚未有研究特別探討如何將行動註記軟體（簡稱Mobile Annotation Apps）應用於大學英文閱讀教學。 本研究的目的為檢視學習者對於應用行動註記軟體於課外閱讀的感想與態度。在進行這個行動裝置語言學習的活動中，學習者如何運用註記軟體以及註記的型態和內容也被探討。此外，本研究也探討了學習者如何在閱讀活動中運用閱讀策略。 總共23位以英語為外語的成人學習者參與此研究，而這些受試者都居住在北台灣。此研究以平板電腦為工具，為了進行平板電腦閱讀活動，研究者選取了ezPDF Reader為此研究之閱讀軟體工具，並選取了八篇文章當做閱讀語料。在一個月之內，所有的受試者完成了四次的閱讀活動以及態度問卷。在第一階段實驗過後，其中十位受試者被邀請參加了第二階段測試，活動包括出聲思維法以及訪談，以取得深入的質性分析資訊。 此研究結果顯示，學習者在這個透過平板電腦的語言學習中持有正向的態度，並且他們也認同註記軟體所提供的工具帶來的效益。研究結果也指出學習者最常使用的註記工具為畫記重要資訊，其中有部分學習者也會寫下筆記以及感想。至於閱讀策略的運用，用以解決問題的閱讀策略以及用以協助閱讀的策略最受到學習者的歡迎。 總結而言，透過行動裝置的語言學習不論在滿意度方面或是效益方面都受到正向的回饋，因此建議在未來，透過行動裝置的語言學習可以被倡導成為延伸語言學習的方法。此研究最後提供台灣的英文老師一些教學方面建議，也對於目前現有的行動註記軟體提供一些改進的參考。

Second language (L2) researchers generally reported that mobile-assisted language learning (MALL) provides various advantages for second language learning, for instance, portability, flexibility, immediacy, social interactivity, connectivity, ownership, individuality, and the freedom to access language learning tools and authentic resources anytime and anywhere. With advancement of mobile technology, making annotations by marking information on a mobile device and adding information to it have become a common practice. However, the issue of how mobile annotation Apps (short form of Applications) may facilitate EFL reading has not been addressed in previous studies. This current study examined learners' perceptions toward using mobile annotation Apps for outside reading. While engaged in the MALL activity, how learners utilized the annotation tools as well as the annotation types and contents were explored. In addition, this study also investigated how learners applied reading strategies to their reading. A total of 23 adult learners of English as a Foreign Language in northern Taiwan participated in this study. An annotation App called ezPDF Reader as the experiment instrument as well as four assigned articles were selected as their reading materials. Within one month, the participants finished four meetings of reading activities and an attitude questionnaire. After the first phase experiment, ten of the participants were invited to attend the second phase experiment which included think-aloud protocols and interview. During the second phase activity, how learners utilized annotation tools, how they applied reading strategies, and further information about their responses on the attitude questionnaire were explored. The results of this study reveal that participants had positive attitude toward using annotation Apps for reading and that they agreed with the effectiveness of most annotation tools provided by ezPDF Reader. The results also indicate that the participants utilized the annotation tools of highlight most frequently, and some of them would add some annotations as notes. As for the reading strategy use, most of the participants used Problem-Solving Strategies and Support Reading Strategies frequently. In conclusion, reading English articles through portable devices-based language learning received positive feedback in terms of satisfaction and perceived effectiveness. It is suggested that mobile-based language learning could be promoted for extending learning in the future. This study also provides some suggestions for EFL teachers, and it also offers some advice for improving the existing mobile annotation Apps.