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頁籤選單縮合
題名 | The Effectiveness of Extensive Reading Activities on BookRoll in Fostering Students' Intercultural Communication Competence (ICC) Cultivation=電子書平臺(BookRoll)泛讀活動對跨文化溝通知能培育成效探討 |
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作者姓名(中文) | 林孟煒; | 書刊名 | 樹德科技大學學報 |
卷期 | 26:1 2024.01[民113.01] |
頁次 | 頁93-110 |
分類號 | 521.53 |
關鍵詞 | 電子書; 數位學習歷程; 廣泛閱讀; 跨文化溝通知能; eBook; e-Portfolios; Extensive reading; General English courses; Intercultural communication competence; ICC; |
語文 | 英文(English) |
中文摘要 | 培育跨文化知能一直以來是語言教學與學習重要的主題。然而,許多教師指出,培 育跨文化知能的教學方法仍有待發展。本研究呈現一所大學以培育學生跨文化溝通知能 為目標的通識英文課程設計,課程利用電子書平台(BookRoll)讓學生自由選擇閱讀材 料。本研究選取大一學生參與者共87位,採取準實驗研究,實驗組44人,控制組43人。 實驗組參與廣泛閱讀活動,學生選擇包含文化主題的電子書,並參與介紹、討論、反思活動,並將其反思寫作編輯成數位學習歷程作為評量。研究分析兩組學生五組閱讀理解 測驗成績、實驗組學生反思心得以及電子書平台的閱讀紀錄。研究發現實驗組學生在四 組閱讀理解成績皆高於控制組,並在其數位學習歷程中呈現出三種跨文化知能。根據電 子書平台紀錄,許多學生閱讀超過課程規定閱讀量。本研究呈現科技強化語言與文化教 學的課程設計與教學設計案例。 |
英文摘要 | The development of intercultural communication competence (ICC) has always been an important topic in language teaching and learning. Yet, as many instructors have noted, a few approaches have been developed for raising students’ ICC in Taiwan. This study proposes a university General English course design incorporating an eBook platform, BookRoll, to help students participate in extensive reading activities and cultivate their ICC. The study was conducted in a freshman General English course. A quasi-experimental design was applied with 87 participants from two classes as the experimental group (n=44) and the control group (n=43). Students in the experimental group participated in extensive reading activities which allowed them to choose eBooks with cultural resources, whereas students in the control group followed the original curriculum. The extensive reading activities include an introduction, discussion, and reflection activities. For their evaluation, students in the experiment group did reflective writing and compiled the products as e-Portfolios. Both groups’ scores of five reading comprehension tests, the experimental group’s e-Portfolios and reading record on BookRoll were collected and analyzed. The result demonstrated the experimental group’s students had significantly better performance on four reading comprehension tests and showed three types of awareness growth in ICC. According to the record on the platform, many students read more eBooks than the required number set by the instructor. The present study provides an alternative for curriculum design and instruction design for technology-enhanced language and culture learning. |
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