第七章 結論、討論與未來研究方向
第三節、 未來研究方向
二、 英文文獻
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二、 英文文獻
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Huang, H. (2001). Chinese university foreign language students’ anxiety about reading in English. Unpublished doctoral dissertation, University of Washington, Washington State.
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Kahan J.,Koivunen M. -R.,Prud'Hommeaux E.,Swick R. R. （2002）, Annotea: an open RDF infrastructure for shared Web annotations, Computer Networks, Volume 39, Issue 5, 5 August, Pages 589-608.
Kahan, J., Koivunen, M., Prud’Hommeaux, E., and Swick, R.R.(2001) Annotea: An open RDF Infrastructure for Shared Web Annotations. Tenth World wide web
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Quarterly, 34(1), 69-98.
Klingner, J. K., Vaughn, S., Arguelles, M. E., Hughes, M. T., & Leftwich, S. A.
(2004).Collaborative Strategic Reading: “Real-world” lessons from classroom teachers. Remedial and Special Education, 20, 291-303.
Kondo, D. S., & Yang, Y.-L. (2004). Strategies for coping with language anxiety: The case of students of English in Japan. ELT Journal, 58, 258-265.
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MacIntyre, P. D., Noels, K. A., & Clement, R. (1997). Biases in self-ratings of second language proficiency: The role of language anxiety. Language learning, 47, 265-287.
MacIntyre, P.D., Baker, S.C., Clément, R., & Donovan, L.A. (2002). Sex and age effects on willingness to communicate, anxiety, perceived competence, and motivation among junior high school French immersion students. Language Learning, 52, 537-564.
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Patrick Rau Pei-Luen,Chen Sho-Hsen, &Chin Yun-Ting (2004). Developing web
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附錄 A、合作式數位閱讀標註系統標註類型與層次統計問卷
合作式閱讀標註工具說明
本研究所採用合作式閱讀標註工具為國立政治大學數位圖書館暨數位學習實驗室所發展 KALS 合作式閱讀標註系統，該系統提供了學習者可以在任意網頁下的文本新增標註並填寫補充 的筆記，也可以瀏覽其他學習者的標註、針對他人標註進行討論，或是將他人標註加入「喜愛清 單」中收藏，形成一有效的合作式閱讀學習環境，並提供學習者良好的互動與優質的閱讀討論環 境。
老師您好,感謝您參與這份問卷：
本研究是利用合作式閱讀標註工具輔助學生閱讀英語文章，進而提昇學 生的閱讀能力。讀者可以在電腦的網頁瀏覽器上使用合作式閱讀標註工具，
為閱讀文本標註重點範圍，並針對標註重點範圍給予適當分類標註類型後，
進行內容標註，以豐富閱讀文本內容，達到閱讀知識典藏累積、分享之目的。
此外，讀者也可以透過系統瀏覽他人標註，並針對他人閱讀標註內容進行互 動討論。基於讀者大量的閱讀標註行為與內容，如能利用資料探勘技術，從 學習者利用閱讀標註系統輔以閱讀學習的歷程中，萃取影響閱讀焦慮程度關 鍵因素，並據此發展出個人化閱讀焦慮預測模型，提供教學者於閱讀學習活 動中掌握學習者閱讀焦慮程度及發生原因，對於教師依據學生閱讀焦慮，輔 以適當閱讀策略提升閱讀成效將具有助益。
因此，為使本研究所建置學習者閱讀焦慮程度預測模型達到更精確的結 果，需要仰賴專家知識來決定本研究所設計標註類型的閱讀策略層次，以及 是否有其他標註類型亦值得納入本研究進行探討。本研究提供學習者閱讀之 文章為全民英檢閱讀理解測驗內之文章。
國立政治大學圖書資訊與檔案學研究所 指導教授：陳志銘 教授 學生：吳志豪
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圖一
圖二 學習
一、學習者選
習者標註列
選擇標註範
列表、標註討
範圍與新增標
討論、標示 標註
示喜愛收藏
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第一部份-閱讀策略層次分數
本研究為有效輔助學習者於閱讀過程中進行閱讀標註，共設計5 種標註類型 如下，並分別敘述對應閱讀策略。
1.翻譯：將文章中字詞進行單字翻譯或加註相關字意。
2.評論：針對文章中字句進行個人想法的評論或與他人討論。
3.摘要：將文章中字句或段落經過思考後整理與解釋。
4.相關連結：加入與標註字詞相關網路參考資源或文章。
5.重點標示：將文章中重要字句或重點進行簡單註記或螢光標示。
另外，本研究將五種閱讀標註類型劃分成高層次閱讀標註策略與低層次閱讀 標註策略。
(1)低層次閱讀標註策略：指學習者較少經過自身的認知思考，進行較簡易且直
接的標註內容。(2)高層次閱讀標註策略：指學習者在閱讀的過程中，在經過認知處理之後，標
註較複雜且較具有知識價值的標註內容。因此，本部份需要倚賴專家您的知識來決定本研究所設計標註類型所屬閱讀 策略層次。
一、 此大題請專家根據過去教學經驗與專家知識，分別給予本研究所設計各 種標註類型所代表閱讀策略層次分數，由左到右分別代表0-4 分
低 閱讀策略層
次
-- -- -- 高
閱讀策略層次
翻譯 □ □ □ □ □
評論 □ □ □ □ □
摘要 □ □ □ □ □
相關連結 □ □ □ □ □
重點標示 □ □ □ □ □
二、針對本研究發展之閱讀標註系統中所設計四種標註類型與對應策略，是否有 需要修改(類型名稱？或者所代表的閱讀策略？)或刪除建議？
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第二部份
為瞭解目前本研究所制訂之閱讀標註類型是否有設計不周之處，需要仰賴專 家依據過去教學經驗，檢視針對本研究所提供之英語閱讀文本，是否有其他值得 本研究加入探討之閱讀標註類型及其閱讀策略建議？研究者將依據您的建議，經 過確認與評估之後，將其加入本研究中。
1 建議標註類型名稱 _______________
類型敘述/對應閱讀策略
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閱讀策略層次分數( 由低到高分別為 0-4 分 ) □0 分□1 分□2 分□3 分□4 分 ---
2 建議標註類型名稱 _______________
類型敘述/對應閱讀策略
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閱讀策略層次分數( 由低到高分別為 0-4 分 ) □0 分□1 分□2 分□3 分□4 分 ---
3 建議標註類型名稱 _______________
類型敘述/對應閱讀策略
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閱讀策略層次分數( 由低到高分別為 0-4 分 ) □0 分□1 分□2 分□3 分□4 分 本問卷到此結束，感謝您的作答！
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4. 學號：______________ 5. 系統登入帳號：______________6. 過去是否有在英語系國家生活的經驗？
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17. 我發現熟練的使用閱讀標註系統是很容易的。 □ □ □ □ □ 18. 整體來說，我認為合作式閱讀標註系統是很容易使
用的。
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19. 使用合作式閱讀標註系統可以改善我在閱讀文章中 的學習表現。
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20. 合作式閱讀標註系統讓我可以更快地完成閱讀文章 的作業。
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21. 使用合作式閱讀標註系統可以加強我在閱讀文章中 的學習效率。
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22. 使用合作式閱讀標註系統可以增加我在閱讀文章的 學習生產力。
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23. 使用合作式閱讀標註系統可以讓我更容易在閱讀文 章中學習。
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24. 我發現合作式閱讀標註系統有助於我閱讀文章。 □ □ □ □ □
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附錄 C 實驗參與教師訪談大綱
1. 本研究所設計線上教師介面所呈現的學習者閱讀標註資訊是否有需要改善的 地方？（如資訊呈現不完整？或應提供其他有助於教師觀察資訊？）
2. 在線上教師介面中，本研究提供教師可以進一步點選學習者 ID 瀏覽其個人基 本資料、閱讀文章紀錄與閱讀標註細節內容等資訊，是否能有效提供教師對 於學習者英文閱讀歷程的觀察？
3. 合作式閱讀標註系統目前僅提供學習者與教師透過閱讀標註討論串方式進行 互動討論，以教師過去經驗為例，還有哪些教學互動方式可以提供後續研究 進行系統的改善？
4. 針對本研究所設計的閱讀焦慮減緩策略 1.螢光標示引導閱讀 2 教師參與閱讀 標註互動與討論等策略有什麼建議？跟過去在教學經驗上的經驗是否有差 異？.