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    Please use this identifier to cite or link to this item: http://asiair.asia.edu.tw/ir/handle/310904400/112592

    Title: 外語學習情境中運用BookRoll提升英文系研究生之專業學術英語表現
    Using BookRoll to enhance academic performance of English-majored graduate students in EFL context
    Authors: 李奕婷
    Contributors: 外國語文學系
    Keywords: 科技輔助英語學習;BookRoll;線上註記;專業學術英文;學術英文理解
    Technology-enhanced language learning;BookRoll;Online annotation;English for Academic Purposes;Academic text comprehension
    Date: 2020
    Issue Date: 2020-03-30 11:54:09 (UTC+8)
    Publisher: 亞洲大學
    Abstract: 由於網際網路與科技的發達,使得現今老師們皆在思索如何運用科技輔助英語學習,科技輔助教學已然成為教育現場或學術研究的顯學。對外語學習領域而言,雖然過去有不少研究探討如何利用科技輔助一般英語基本聽說讀寫能力,也聚焦於高等教育,然而,甚少研究特別著墨如何運用科技幫助研究所學生進行專業學術英文論文閱讀。因此,本研究目的是利用一個線上閱讀註記系統「BookRoll」來輔助學生閱讀學術英文文章,進而幫助研究所學生提升專業學術英文理解能力,並探討其使用狀況、使用頻率和使用心得。
    With the development of Internet and online technology, educators nowadays have been thinking about how to use technology to facilitate English teaching as well as learning. Technology-enhanced language learning (TELL), thus, has become a prominent issue that worth investigation both in educational sites and academic research. As regards foreign language learning, while previous research has examined the effects of technology on the fours skills of general English (i.e., listening, reading, speaking, and writing) and has focused on higher education, few studies have addressed the use of technology in the field of English for Academic Purposes (ESP), specifically in academic text reading. Therefore, the current study aimed to examine the affordances of an online annotation system (BookRoll) on enhancing graduate students’ academic text comprehension by specifically investigating benefits offered by the functions of the system, frequency of function utilization, and perceptions of the annotation system.
    The purpose of the study was to enhance graduate students’ academic text comprehension. The participants were 20 English-majored graduate students enrolled in one Research Method course in one private university in central Taiwan. In the course, the participants used functions of BookRoll (e.g., marker, bookmark, memo) while reading academic texts. Multiple data sources over six weeks included numbers of annotation, reflective journals, and in-depth individual interviews. Furthermore, the log files of BookRoll were also analyzed to yield a better understanding of students’ online reading.
    The results indicated that markers showing students’ confusion while the students reviewed the academic text significantly decreased when compared with the pre-view reading task stage, suggesting enhanced academic text comprehension with the use of BookRoll. Furthermore, most of the students were positive about the integration of BookRoll in the Research Method course, indicating future intention to use this system for online reading. It is hoped that the functions of BookRoll could be further advanced so that graduate students and even teachers could benefit from using the online annotation system.
    Appears in Collections:[外國語文學系] 博碩士論文

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