九年級生使用英語電子繪本之可供性探究 - 以新北市一所私立中學為例 - 政大學術集成

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(1)國立政治大學英國語文學系碩士在職專班碩士論文. 指導教授: 黃怡萍博士 Advisor: Dr. Yi-ping Huang. 立. 政治大. ‧ 國. 學. 九年級生使用英語電子繪本之可供性探究 -- 以新北市一所私立中學為例. ‧ sit. y. Nat. AFFORDANCE OF ENGLISH ELECTRONIC PICTURE BOOKS FOR THE. n. al. NEW TAIPEI CITY. Ch. engchi. er. io. NINTH GRADERS – A CASE STUDY IN A PRIVATE HIGH SCHOOL IN. i n U. 研究生: 許瀞文撰 Name: Ching-wen Hsu. 中華民國一百零五年六月 June, 2016. v.

(2) AFFORDANCE OF ENGLISH ELECTRONIC PICTURE BOOKS FOR THE NINTH GRADERS – A CASE STUDY IN A PRIVATE HIGH SCHOOL IN NEW TAIPEI CITY. 立. A Master Thesis Presented to Department of English,. 政治大. ‧. ‧ 國. 學. National Chengchi University. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. v. In Partial Fulfillment of the Requirements for the Degree of Master of Arts. by Ching-wen Hsu June, 2016.

(3) 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. v.

(4) Acknowledgements I would like to thank all the people who have been accompanying me with encouraging support. First and foremost, I would like to express my deepest gratitude and appreciation to my advisor, Dr. Yi-ping Huang of the Department of English at National Chengchi University, for her patience, understanding, and inspiring guidance throughout my research for this thesis. But. for her continuous encouragement and faith in me, it would not be possible to conduct this. 政治大 In addition to my advisor,立 I would like to thank the rest of my thesis committee: Dr.. research.. ‧ 國. 學. Chieh-yue Yeh and Dr. Chin-chi Chao, for their insightful comments and advice and for the questions which incented me to make my thesis more complete. My gratitude is also. ‧. extended to Dr. Hsueh-ying Yu, for her inspiring instruction in my academic years in ETMA.. sit. y. Nat. I am indebted to many of my colleagues in Heng Yee Catholic High School. Without. n. al. er. io. their precious assistance and spiritual encouragement, I could not have finished this thesis.. i n U. v. My sincere appreciation also goes to my friends of ETMA, Mavis Tang, Ruby Shen, and. Ch. engchi. Cindy Lai, for those months in ETMA and the writing process we have been undergone. Also I would like to thank all of my friends who supported me in any respect during my completion of the thesis and in my life as well. I must acknowledge my boyfriend, without whose love, encouragement and assistance, I would not have finished this thesis. Last but not the least, I would like to thank my family: my parents and my younger brother for supporting me spiritually throughout the three summers in ETMA, the process of writing this thesis, and my entire life in general.. iii.

(5) Table of Contents Acknowledgements……………….…………………………………………………………..iii Table of Contents……………….…………………………………………………….………iv Chinese Abstract……………….…………………………………………………….………..ix English Abstract……………………………………………………………………..………viii CHAPTER ONE: INTRODUCTION………..……………………………………………..1 Background and Motivation………………..…………………………………………….1. 政治大 CHAPTER TWO: LITERATURE 立 REVIEW…...………………………………………….5 Purpose of the Study………………………...………………………………....................4. ‧ 國. 學. Electronic Picture Books………………………..………………………………………..5 The Definition of Electronic Picture Books…...…………………………………….5 Types of Electronic Picture Books……………..……………………………………6. ‧. Significance of Electronic Picture Books…………………..……………………….7. sit. y. Nat. Cognitive Domain………………………………….………………………….8. io. er. Affective Domain……………………………..………………………………10 The Implementation of Electronic Picture Books in Teaching………………….....12. n. al. Ch. i n U. v. Pre-teaching: How to Select a Quality Electronic Picture Book………….....12. engchi. In-teaching……………………………………………………………..…….14 Shared Reading…………………………………………………………16 Extensive Reading………………………………………………………16 Post-teaching…………………………………………………………………17 The Framework of van Lier……………………………………………………………..17 CHAPTER THREE: METHODOLOGY…………………………………………………21 Context and Participants………………………………………………………………...21 Selection of Electronic Picture Books…………………………………………………..23 Criteria for Electronic Picture Books Selection………...………………...……….23 Types and Quality of Electronic Picture Books……………………………….….24 Free of Charge and Presented on the Internet………………………………..24 iv.

(6) Students’ Interests…………………………………………………………………….25 Difficulty Levels………………………………………………………………………25 Brief Introduction of the Digitalized Storybooks Implemented in the Classes………………………………….…………………………………………………..26 Teaching Procedure s……………………………………………………………………27 Shared Reading……………………………………………………………………27 Extensive Reading…………………………………………………………………28. 政治大 A Questionnaire for Background Information……………….……………………29 立. Data Collection………………………………………………………………………….28. ‧ 國. 學. Semi-Structured Interviews………………………………….……………………..29 Stimulated Recall…………………………………….…………………………….30 Student Written Feedback……………………….…………………………………30. ‧. Class Observations……………………………..………………………………….31. sit. y. Nat. Procedures for Data Collection……………………...………………………………….32 Data Analysis……………………………………………………………………………33. io. n. al. er. CHAPTER FOUR: FINDINGS (CASE ONE: RAIN)……………………………………35. i n U. v. Rain’s Background Information………………………...………………………………35. Ch. engchi. Interaction with the Instructor……………………..………………………...........36 Interaction with Peers…………………………………..…………………………40 Interaction with Reading Materials and Assessment……...………………………43 An Overview of the Patterns Emerging from the Four Courses………………………..47 In the First Class…………………………………………………………………...........48 Interaction with the Instructor……………………….……………………………49 Interaction with Peers……………………………….…………………………….52 Interaction with Reading Materials and Assessment……..……………………….54 Summary………………...…………………………………………..……..………58 In the Second Class………………..……………………………………………………59 Interaction with the Instructor…………………………………………………….59 v.

(7) Interaction with Peers……………………………………………………………..62 Interaction with Reading Materials and Assessment………….…………………..63 Summary………………………………………………...…………………………65 In the Third Class…………….…………………………………………………………66 Interaction with the Instructor……………………………………...……………..66 Interaction with Peers……………………………………………...………...........67 Interaction with Reading Materials and Assessment………………………...........69. 政治大 In the Fourth Class……………………….……………………………………………..71 立. Summary……………………………………………………………………...........70. ‧ 國. 學. Interaction with the Instructor……………………………...……………………..71 Interaction with Peers…………………………………………………...…...........72 Interaction with Reading Materials and Assessment…….………………..………73. ‧. Summary……………………………………………………………………...........75. sit. y. Nat. CHAPTER FIVE: FINDINGS (CASE TWO: PRINCE)……………...…………............77. io. er. Prince’s Background Information………………………………………………………77 Interaction with the Instructor………………………………………...…………..77. n. al. Ch. i n U. v. Interaction with Peers………………………………………...……………...........83. engchi. Interaction with Reading Materials and Assessment……………………...………85 An Overview of the Patterns Emerging from the Four Courses………………………..89 In the First Class….……………………………………………………………………..91 Interaction with the Instructor……………………………………...……………..91 Interaction with Peers…………………………………………...…………...........92 Interaction with Reading Materials and Assessment………………………...........94 Summary……………………………………………………………………...........96 In the Second Class………..……………………………………………………............96 Interaction with the Instructor…………………………………………….............97 Interaction with Peers……………………………………………………..………98 Interaction with Reading Materials and Assessment…………….………………101 vi.

(8) Summary………………………………………………………………………….105 In the Third Class………………..…………………………………………………….105 Interaction with the Instructor……………………………………………...........105 Interaction with Peers……………………………………………………………106 Interaction with Reading Materials and Assessment……………….……………108 Summary………………………………………………………………………….110 In the Fourth Class……………...………………………………………………...........110. 政治大 Interaction with Peers……………………………………………………………112 立. Interaction with the Instructor……………………………………….……...........110. ‧ 國. 學. Interaction with Reading Materials and Assessment……………….……………114 Summary………………………………………………………………………….117 CHAPTER SIX: DISCUSSION AND CONCLUSION……………………….…………119. ‧. Discussion………………………………………………………………….…………..119. sit. y. Nat. Interaction with the Instructor……………………………………………...........120. io. er. Interaction with the Instructor vs. Reading Comprehension………………..120 Interaction with the Instructor vs. Auditory Impact and. n. al. Ch. i n U. v. Trans-literacies………………………………………………………...........121. engchi. Interaction with the Instructor vs. Confidence………………………...........122 Interaction with Peers……………………………………………………………124 Interaction with Peers vs. Reading Comprehension………………………..124 Interaction with Peers vs. Phonological Awareness, Auditory Impact, Trans-literacies, and Confidence…………………………………………...125 Interaction with Peers vs. Lexical Development and Autonomy……………126 Interaction with Reading Materials and Assessment……….……………………129 Interaction with Reading Materials and Assessment vs. Reading Comprehension, Motivation, and Autonomy………………………………..129 Interaction with Reading Materials and Assessment vs. Interest……...........131 Pedagogical Implications……………………………………………………………...135 vii.

(9) Incorporating More Electronic English Picture Books into English Curriculum………………………………….…………………………………….135 Arranging Seats According to Learners’ English Proficiency and Learning Attitude ………………………………….…..…………………………137 Switching the Role of the Instructor to a Facilitator………………………...…..138 Providing Learners with More Independent Reading Time…………………..….138 Broadening the Selection of Electronic Picture Books with Diversity………..….139. 政治大 Limitations of the Present Study………………………………………………………140 立. Implementing Versatile Teaching Activities in Class……………………………..139. ‧ 國. 學. Suggestions for Future Research………………………………………………….…...140 Conclusion……………………………………………………………………………..141 References………………………………………………………...………………………...142. ‧. Appendix A: Questionnaire for Background Information…………………………………..157. sit. y. Nat. Appendix B: Consent Form…………………………………………………………………160. io. er. Appendix C: Criteria for Electronic Picture Books Selection…………………………...….161 Appendix D: The Chart of the Four Electronic Picture Books Based on the Four. n. al. i n U. v. Categories……………..…………………………………………………………………….162. Ch. engchi. Appendix E: Lesson Plan for the First to the Fourth Lesson……………………….………164 Appendix F: Worksheet for Shared Reading & Extensive Reading……………….………..166 Appendix G: Student Written Feedback for Shared Reading & Extensive Reading……….168 Appendix H: The Protocol of Semi-Structured Interview Questions….……………………170 Appendix I: The Protocol of Stimulated Recall…………………..…………………….......175 Appendix J: The Protocol of Class Observation………………………………………........177 Appendix K: The Process of the Research…………………………………………….……178 Appendix L: Coding Scheme for Data Analysis of Three Different Interactions…………..179 Appendix M: Coding Scheme for Data Analysis of Nine Categories………………………180. viii.

(10) 國立政治大學英國語文學系碩士在職專班碩士論文提要論文名稱：九年級生使用英語電子繪本之可供性探究 -- 以新北市一所私立中學為例指導教授：黃怡萍博士研究生：許瀞文. 立. 論文提要內容：. 政治大. ‧ 國. 學. 本研究旨在探討九年級學生對於在英文課使用英語電子繪本的看法。本研究不僅探索學習者在閱讀英語電子繪本學習過程中認定的可供性，並縱向觀察學習者在時間軸下. ‧. 的英文認知和情意面項變化以及探究造成此變化背後原因，藉此以期盼提出適切的應用. sit. y. Nat. 方法。. n. al. er. io. 本研究採用質性個案研究。研究對象為新北市某私立中學兩名九年級學生。這兩名. i n U. v. 個案學生就讀研究者某一任教班級。教學研究者運用英語電子繪本為媒介進行每月一次. Ch. engchi. 為期四個月的閱讀課程。每次英文閱讀課程先後分成兩部分：（1）分享閱讀，教學者分別運用不同程度的多媒體英語電子繪本進行閱讀教學活動。（2）廣泛閱讀，教學者依照不同多媒體程度，提供學習者相關電子網站，讓學習者能自選閱讀材料。研究者透過問卷、半結構式訪談、刺激回憶法、自我回饋表、課室錄影觀察等蒐集資料。研究結果顯示學習者藉由與教學者互動、與同儕互動、與閱讀材料和評量互動增進英語電子繪本教學閱讀。透過此三種可供性相互作用下，讓學習者在認知面向（包括聲韻覺識、聽覺衝擊、字彙建構、閱讀理解、跨界讀寫能力）以及情意面向（包含興趣、動機、自信和自主性）助於英語學習。雖然閱讀中不同多媒體程度的電子繪本帶給學習者在認知以及情意面相皆有正向及負向變化過程，但三項可供性仍持續運作並促進英語 ix.

(11) 學習。因此本研究建議在課堂帶領學生運用英語電子繪本教學時，教學者須注意提供學習者鷹架後，視學生學習情形而轉換教學角色，讓學習者能自主閱讀與學習。此外，教學者須提供學習者更多課堂時間自我閱讀，並且可依造學習者英文能力和學習態度調整其座位。再者，教學者可活絡教學活動，增加使用英語電子繪本教學方法，例如小組討論、競賽遊戲、角色扮演、讀者劇場、戲劇演出等。此外，建議教學者能融入英語教學課程規劃，讓學習者能利用正規課堂更充裕時間去浸潤在英語電子繪本內學習英文，並. 政治大. 提供貼近學生真實生活和程度的英語電子繪本，增加學生英文閱讀與學習機會。最後，. 立. 本研究亦提供教師教學現場以及未來研究方向之建議。. ‧ 國. 學. 關鍵字：可供性、英語電子繪本、分享閱讀、廣泛閱讀. ‧. n. er. io. sit. y. Nat. al. Ch. engchi. x. i n U. v.


(13) Abstract This research aims to investigate how the ninth graders’ perspectives towards the implementation of English electronic picture books in English class. In particular, it explores not only the affordance perceived by learners in the process of reading electronic English picture books but also observes learners’ cognitive and affective changes of English learning across time.. Adopting a qualitative case study design, this research recruited two Taiwanese male. 政治大. ninth graders from one class in a private high school in New Taipei City taught by the teacher. 立. researcher. This class was taught how to read electronic picture books once a month for four. ‧ 國. 學. months. Every reading class was divided into two parts: (1) in shared reading, the instructor guided reading through employing an electronic English picture book with distinct levels of. ‧. multimedia features (a total of four picture books were used); (2) in extensive reading, the. y. Nat. io. sit. instructor provided leaners with websites where there were different electronic English. n. al. er. picture books for learners to choose so that they could read materials autonomously. The data. i n U. v. collected for the research included questionnaires, semi-structured interviews, stimulated. Ch. engchi. recalls, student written feedback, and classroom observations.. The important findings are listed as follows. First, learners’ English was facilitated through interaction with the instructor, the peers, and the reading materials and assessment. Second, through the interdependent function of the three affordances, learners have changed in the presence of cognitive domain (phonological awareness, auditory impact, lexical development, and trans-literacy) and affective domain (interest, motivation, confidence and autonomy). Although there were positive and negative changes in the reading process of the implementation of electronic English picture books with different multimedia levels, the three affordances functioned consistently, fostering English learning. viii.

(14) Based on the research findings, six pedagogical suggestions are provided. First, the two participants advised to incorporate electronic picture books English reading into English curriculum so that learners would have more chances for being immersed in electronic English picture books when learning English in regular courses. Second, it is necessary for instructors to provide learners with electronic English picture books close to their real life and corresponding to their levels, which is helpful in increasing learners’ opportunities of English. 政治大. reading and learning as well. Third, the instructors were advised to change their roles. 立. according to learners’ learning conditions. Fourth, the instructors should provide learners. ‧ 國. 學. more self-reading time in class. Fifth, they could arrange seats according to leaners’ English proficiency and learning attitude. Sixth, the instructors could activate teaching activities with. ‧. electronic English picture books, such as small-group discussions, competitions, role-play,. y. Nat. al. er. io. sit. reader’s theater, and dramas.. v. n. Key words: affordance, electronic English picture books, shared reading, extensive reading. Ch. engchi. ix. i n U.


(16) CHAPTER 1 INTRODUCTION Background and Motivation There is no doubt that English has been of great importance for the academic field in Taiwan. Given the primacy of reading, writers for English textbooks adopt articles which contain a wide variety of topics to make it accessible for students to broaden their horizons and enhance their literary experience. However, these texts are often criticized for their lack of authenticity. Accordingly, supplementary teaching. 政治大 motivation and interest. One of the useful authentic materials is picture books. The 立. materials are needed to provide learners with authentic texts which may increase their. books with vivid and dramatic illustrations have “the potential to act as a magnifying. ‧ 國. 學. glass that enlarges and enhances the reader’s personal interactions with a subject. ‧. (Vacca & Vacca, 2005, p. 161). In particular, the use of electronic picture books may. sit. y. Nat. better boost teenagers’ reading motivation, interest, and comprehension, as teenagers. io. er. nowadays are getting accustomed to using multimedia to gain knowledge. Viewed as “the digital equivalent of a printed page” (Cahill & McGill‐Franzen,. al. n. v i n C books 2013, p.31), electronic picture diverse U designs and interactive functions h e nwith i h gc offer a supportive, intriguing, and stimulating digital learning world for students to. explore. Lin and Lin (2012) noted that the combination of visual and auditory input “not only offers students an escape from routine lectures in traditional classrooms but also promotes and encourages interest in learning” (p. 54). Thus, it is believed that electronic picture books engage students in meaningful pleasure learning. A great number of studies related to electronic picture books have been conducted on toddlers or elementary school students. For example, Trushell, Burrell, and Maitland (2001, 2003) contended that interactive features in-built in electronic picture books appeal to young learners. Hoffman and Paciga (2014) also supported 1.

(17) that electronic picture books facilitate the development of kids’ language and literacies “at least to the same extent as printed books” (p.386). As such, reading electronic picture books may provide them with a relaxing learning environment to reduce their stress as well as help develop literary skills and strategies. Although with few exceptions (Fu, 2008; Lee, 2008; Liu, 2006), the research mostly focus on young learners, there has been little research focusing on the investigation of integrating English electronic picture books into the curricula for adolescents in Taiwan, especially the ninth graders who are under increasing academic pressure. It is believed. 政治大 reading electronic picture books may flavor these adolescents’ learning styles, lower 立. that animation, sound effects, and hypermedia (Fu, 2008; Lee, 2008) incorporated in. their anxiety, and facilitate their performance.. ‧ 國. 學. In addition, prior research on electronic picture books has focused on the effects. ‧. of distinctive levels of interactive digitalized picture books on reading achievement. sit. y. Nat. and motivation (Chang, 1998; Chen, 2002; Huang, 1996; Huang, 1997; Lee, 2008;. io. er. Lin, 2002; Tseng, 2003; Wu, 1999; Yang, 2010; Yokota & Teale, 2014). Nevertheless, there was disagreement among the past studies carried out to analyze the contents,. al. n. v i n C h effects in the digital visual and aural functions, and interactive reading process. engchi U. Multimedia features embedded in electronic picture books were highly recommended (Chera &Wood, 2003; Davis, 1995; Day & Bamford, 2002; Doty et al.,2001; Fry, 1991; Hung, 1997; Kim & Hall, 2002; Labbo, 2000; Smith, 2001; Tseng, 2003; Underwood & Underwood, 1998 ) to increase students’ reading comprehension and word recognition, while those features were regarded as impediments distracting students’ attention from the development of the textual relationship (Bus, Verhallen & de Jong, 2009; de Jong & Bus, 2003; Labbo, 2000; Lefever-Davis and Pearman, 2005; Lewin, 2000; Lin, 2002; Trushell et al., 2003). Such contradictory claims supported by quantitative evidence may simplify the underlying factors, such as the topics of the 2.

(18) texts, the intervention of multimedia, teachers’ teaching methods, students’ learning history, and peer interaction. Therefore, further detailed information and implied reasons are discovered through qualitative research in this study. Previous research on electronic picture books has also examined the acquisition of such basic language capabilities as phonological awareness (Chera & Wood, 2003; Lewin, 2000; Segal-Drori et al., 2010), word recognition ( Chiou, 2009; Hsu, 2005; Huang, 2004; Korat, 2010; Korat & Shamir, 2007, 2008; Lee, 2003; Lefever-Davis & Pearman, 2005; Lewin, 2000; Liu, 2009; Segers & Verhoeven, 2002; Segal-Drori et. 政治大 studies have focused on cognitive domain, thus examining the influence of electronic 立 al., 2010; Tang, 2004) and traditional literacies (Lubke, 2012). A large number of. picture books on reading comprehension (Bus, Verhallen, & de Jong, 2009; Doty,. ‧ 國. 學. Popplewell & Byers, 2001; Greenlee & Smith, 1996; Ju, 2004; Labba & Kuhn, 2000;. ‧. Lin, 2002; Mathew, 1996; Moody, Justice, & Cabell, 2010; Ricci, 1998; Tseng, 2003;. sit. y. Nat. Underwood & Underwood, 1998; Vacca, Vacca, & Mraz, 2005; Yang, 2005). Such. io. not only bottom-up skills but also top-down abilities.. al. er. research has found that electronic picture books positively foster the development of. n. v i n C h competencesUfrom a cognitive perspective, In addition to the aforementioned engchi. some researchers have investigated the influence of electronic picture books on. reading attitudes, interest, and motivation in regards with affective domain. Matthew (1996) advocated that interacting with digitalized books “has the potential to be a powerful motivating force for even the most reluctant readers” (p.380). Chu (1995) also claimed that it was an “exciting, meaningful, and most of all, enjoyable” reading experience for learners to utilize digitalized picture books (p.361). Although many investigators have highlighted the multiple and stimulating functions of electronic picture books, the dynamic relationship between the environment and the learners is less presented in the prior research. The importance of such action-oriented mutual 3.

(19) interaction has been recognized as affordance by van Lier (2000, 2004a, 2004b, 2007, 2008b) and cannot be captured without a qualitative research method. Purpose of the Study In order to fill these gaps, the present study aims to explore the learning process of the Taiwanese ninth graders’ use of electronic picture books through a qualitative case study approach under van Lier’s notion of affordance. The research question is presented as follows: (1) What kinds of learning chances and milieu perceived by learners are afforded. 政治大 and how did they change across time? 立. in the process of implementing electronic picture books in learning English. It is hoped that this study may give a holistic and in-depth understanding of the. ‧ 國. 學. ninth graders’ thoughts and make some suggestions to both instructors and students. ‧. who are interested in using English electronic picture books.. n. er. io. sit. y. Nat. al. Ch. engchi. 4. i n U. v.

(20) CHAPTER 2 LITERATURE REVIEW This section presents the literature relevant to the present study in five parts: (1) the definition of electronic picture books, (2) types of electronic picture books, (3) significance of electronic books, (4) the implementation of electronic picture books in teaching, and (5) the framework of van Lier. It is noticeable that electronic picture books have already changed the nature of reading. They are regarded as “the e-equivalent to picture books – have become a. 政治大 using electronic picture books may change the publishing industry and influence the 立 major force” (Yokata & Teale, 2014, p.577). In other words, the prominent trend of. readers. The following section starts with the definition of electronic picture books,. ‧ 國. 學. elaborate their distinct features, and then demonstrates why employing electronic. y. sit. The Definition of Electronic Picture Books. io. er. Nat. Electronic Picture Books. ‧. picture books is important and helpful in complementing the learning context.. Electronic picture books refer to digitalized picture books which are available in. al. n. v i n C CD-ROM, many forms, including online, in download applications, or the h e n g candheven i U so-called “app.” They share some features with traditional printed picture books; namely, the combination of printed text and illustrations are intertwined to make stories progress. Compared to the static printed ones, electronic picture books are. equipped with distinct multimedia features. Animations, music, sound effects, sound files, highlighting effects, and other user-activated hotpots in electronic picture books enable students to explore their reading by increasing the “level of user interactivity and the extent of user control in choosing directions” (Chera & Wood, 2003, p.35). In addition to the typical multimedia functions, some electronic picture books have supportive hotpots which enable students to read photographs or maps, to watch extra 5.

(21) video clips, and to navigate attached texts so to develop an in-depth understanding of the subject matter. Types of Electronic Picture Books Generally, electronic picture books are presented in multifaceted formats with different purposes and functions. In the following session, three types of electronic picture books are discussed. First, Tseng (2003) categorized electronic picture books into two aspects: non-interactive and interactive. The former presents the content in a sequential order, in which users could not change the ending of the story; while the latter utilized the. 政治大. interactive features accessible with games and activities, in which the story. 立. development controlled by learners may be diverse.. ‧ 國. 學. Secondly, Huang (1996) stated that based on the process of the plot of stories, electronic picture books may appear in four types: (1) single point, (2) single line, (3). ‧. multiple line, and (4) conditional line. Single point electronic picture books refer to. y. Nat. io. sit. the electronic books with stories developed from the beginning to a single ending and. n. al. er. so readers can start, stop, pause, forward, and rewind in the process. Single line. i n U. v. electronic picture books refer to the electronic picture books with fixed scenes. Ch. engchi. presented in the stories. Different from the previous two types, multiple line electronic picture books allow readers to transfer different scenes in the books, thereby resulting in different endings. Last, in the fourth type, learners’ interactive speeches and response to the digitalized texts may influence the plots and change the endings. Last, in terms of forms, electronic picture books can be classified into four categories: (1) printed text presented visually on a screen, (2) digitalized printed picture books with built-in digital features, (3) book-like configuration with multimedia enhancement, and (4) specially made in the digital format (AndersonInman, Horney, & Anderson-Inman, 1997; Buckleitner, 2011; Unsworth, 2006; 6.

(22) Yokota & Teale, 2014). Specifically, in the first category, the printed text presented visually on a screen means digitalized the printed electronic picture books without any additional multisensory information. In the second category, technology is employed effectively to add animations, music, sound effects as stimulations to foster the development of students’ comprehension and interests. In the third category, electronic picture books with multimedia enhancement are incorporated not only with aforementioned technology but also with personalized interactive devices, such as rates of scene and character change to conform to individual requirements. In the. 政治大 designed as apps widely accessible for users. This classification scheme was exploited 立 fourth category, electronic picture books are only published in a digitalized format or. in this study to investigate how the ninth graders respond to electronic picture books. ‧ 國. 學. with distinct density of digitalization. That is, the four types of digitalized storybooks. y. sit. Significance of Electronic Picture Books. io. er. Nat. intervention and reinforcement of multimedia.. ‧. were distributed from the basic digital level to the advanced one according to the. Although some investigators argued that there are some drawbacks in reading. al. n. v i n Cashlack of well-organized electronic picture books such e-picture books, distracting engchi U learners’ attention, impeding English learning in reading electronic picture books. (Bus, Verhallen & de Jong, 2009; de Jong & Bus, 2003; Labbo, 2000; Lefever-Davis and Pearman, 2005; Lewin, 2000; Lin, 2002; Trushell et al., 2003), many other researchers claimed that electronic picture books made students engaged in learning and fueled their interests if selected and mediated well (Chera &Wood, 2003; Davis, 1995; Day & Bamford, 2002; Doty et al.,2001; Fry, 1991; Hung, 1997; Kim & Hall, 2002; Labbo, 2000; Smith, 2001; Tseng, 2003; Underwood & Underwood, 1998). Furthermore, Lin and Lin (2012) also suggested that electronic picture books with interactive features are appealing to ninth graders in northern Taiwan, thereby 7.

(23) stimulating their motivation and competence towards English reading. Indeed, picture books with the multimedia functions provided by technology may foster language learning. In the following section, the significance of electronic picture books is discussed in two domains: the cognitive domain, including (1) phonological awareness, (2) auditory impact, (3) lexical development, (4) reading comprehension, and (5) trans-literacies, and the affective domain, or (1) interest, (2) motivation, (3) confidence, and (4) autonomy. Cognitive Domain. 政治大. In the cognitive domain, five aspects of the significance of electronic picture. 立. books are partially of interest. First, some researchers considered that auditory. ‧ 國. 學. features implemented in electronic picture books may support authentic conversations about story elements and raise students’ phonological awareness (Chera & Wood,. ‧. 2003; Lewin, 2000; Segal-Drori et al., 2010).. y. Nat. io. sit. Second, the remarks made by different characters in the books made static. n. al. er. dialogue come alive, which may engage students in comprehensible and meaningful. i n U. v. texts. For example, Verhallen, Bus, and de Jong (2006) claimed that students were. Ch. engchi. able to make inferences from the characters’ movements, emotions, and mentality through multimedia features. Consequently, it was supported that learners constructed the psychological guessing game (Goodman, 1970) relying on the auditory impact of electronic picture books, which can encourage learners’ investment as well as improve their comprehension. Third, distinctive components and functions in electronic picture books allowed learners to develop traditional literacy skills such as phonological awareness, lexical development, and reading comprehension (Bus & de Jong, 2012). Additionally, Larson (2010) and Lubke (2012) claimed that the development of children’s 8.

(24) traditional literacy was advanced by reading well-organized electronic picture books. In traditional literacy skills, lexical development can be viewed as one of the sub-components of language acquisition. Electronic picture books were supportive in the area of lexical development. (Hsu, 2005; Korat, 2010; Korat & Shamir, 2007, 2008; Lefever-Davis & Pearman, 2005; Lewin, 2000; Segal-Drori et al., 2010; Segers & Verhoeven, 2002; Tang, 2004). For example, Tang (2004) indicated that acquiring English vocabulary with electronic picture books was highly supported by her study with a group of seventh graders in her study.. 政治大 significant story events. In this regard, the benefits of foreign language learning 立 Fourth, animations and interactivity helped deepen the understanding of. through electronic picture books facilitated the development reading comprehension. ‧ 國. 學. (Bus, Verhallen, & de Jong, 2009; Lin, 2002; Ju, 2004; Moody, Justice, & Cabell,. ‧. 2010; Tseng, 2003; Vacca, Vacca, & Mraz, 2005; Yang, 2005). Many researchers. sit. y. Nat. strongly recommended that the audio element be incorporated with reading input. io. er. (Boone & Higgins, 2003; Bus et al., 2009; Davis, 1995; Day & Bamford, 2002; de Jong & Bus, 2004; Doty et al., 2001; Fry, 1991; Grimshaw et al., 2007; Kim & Hall,. al. n. v i n C2008; 2002; Korat & Shamir, 2007, 2010; Labbo, 2000; Lefever-Davis & h e Korat, ngchi U. Pearman, 2005; Lewin, 2000; Matthew, 1996; Shamir et al., 2008; Segal-Drori et al., 2010; Smith, 2001; Trushell et al., 2013; Underwood & Underwood, 1998; Verhallen et al, 2006) because it supports students to interpret audio and visual cues for better reading comprehension. For instance, Verhallen, Bus, and de Jong (2006) noticed that the capability and strategies of reading printed text could be positively transferred to foster digital reading comprehension, and vice versa. Specifically, visual and auditory features incorporated into electronic picture books add the creation of mood in a story, thus fostering learners’ reading comprehension.. 9.

(25) Fifth, in addition to those traditional literacy skills, trans-literacies which could not be perceived by reading printed books (Buckleitner, 2011; Moody et al., 2010; Smith, 2001; Unsworth, 2003) were also facilitated through the employment of electronic picture books. To be more specific, trans-literacy is the repertoire that enables readers to understand or communicate in a wide variety of media platforms. It is also closely related to digital reading or online reading. Provided with authentic reading texts on-screen, learners are introduced to the real society where picture books have gradually been digitalized (Roskos & Brueck, 2009) so that they can. 政治大 increase the ability to communicate and comprehend across all communications 立. apply what they acquire in the digitalized reading to the genuine world as well as. platforms.. ‧ 國. 學. In conclusion, cognitive development, such as phonological awareness, auditory. ‧. impact, lexical development, reading comprehension, and trans-literacies can be. io. y. sit. Affective Domain. Nat. enhanced through reading electronic picture books.. n. al. er. Electronic picture books not only help students with those cognitive elements. i n U. v. indicated above but also provide opportunities for learners to be stimulated and. Ch. engchi. motivated. To be more precise, auditory components effectively made a contribution to the mood of the story (Hoffman & Paciga, 2014) and thus they are highly recommended to be incorporated into electronic picture books to make learners involved in the texts. Besides music and sound effects, Ho (2002) claimed that animations could directly convey emotions and elicit compassion to learners. Electronic picture books comprising a wide variety of topics are beneficial for students to develop individual interests and acquire life experiences, and make connections to their genuine life experiences (Blake et al., 2006; McAurthur et al., 2006). Learners can echo with the characters and stories in the electronic picture 10.

(26) books and feel some connections with the materials, which promote meaningfulness for them. Furthermore, learners can escape from tedious lectures and get motivated in pleasure reading (Davis, 1995; Day & Bamford, 2002; Fry, 1991; Kim & Hall, 2002; Labbo, 2000; Smith, 2001; Underwood & Underwood, 1998). In this respect, learners can gain supports with animations and auditory features supplemented because they do not have to totally rely on semantic and syntactic components. Students get bored easily by reading traditional books; however, electronic picture books transfer “reading” to “watching”. “Watching” the digitalized texts can. 政治大 claimed that reading electronic picture books could be “highly engaging and 立. satisfy learners’ psychological needs (Feng, 1998). Labbo (2009) and Smith (2001). enjoyable learning experience for both adult and child” (Hoffman & Paciga, 2014,. ‧ 國. 學. p.379) to trigger users’ motivation to read. Therefore, the results showed that. ‧. electronic picture books could support students’ emotional requirements.. sit. y. Nat. Learners’ autonomy is another crucial affective factor for language learning. In. io. er. some electronic picture books, individuals can make adjustments to turn on or off some multimedia features while reading (Hoffman & Paciga, 2014). Likewise,. al. n. v i n personalized digital reading C gives learners chancesU h e n g c h i to choose suitable interactive features (Reinking & Schreiner, 1985). That is, learners are empowered to have. alternatives to decide where to begin the exploration of the story. In this respect, students are motivated to read and their reading attitude became more positive (Adam & Wild, 1997; Arnold, 2009; Chu, 1995; Huang, 2004; Lefever-Davis & Pearman, 2005; Matthew, 1996; Segers & Verhoeven, 2002; Smith, 2001; Underwood & Underwood, 1998). Furthermore, Asraf and Ahmad (2003) and David (1995) concluded that readers’ self-selection and the implied philosophy of enjoyment from reading in large quantity made the use of e-books suitable for independent readers. Arnold (2009) also 11.

(27) explained that electronic picture books not merely increased motivation to read but enhanced confidence and ability in L2 reading. In sum, the previous studies have focused on the behavioral outcomes of learning from either cognitive or affective dimensions. However, there is no clear cut in the process of language learning. Instead, it is in a continuous, progressive, and dynamic nature, which is in line with the claim that language learning was “influenced by the past history, interacted with the present exposure, and expected for the future” (van Lier, 2007, p.58). This illustrated that students did not only learn from the past (That. 政治大 what I am doing right now; this is where I want to go”). Therefore, research on 立. is “this is where I come from”) but also the present and the future (That is “this is. language learning cannot overlook its complex evolution or overemphasize learners’. ‧ 國. 學. immediate responses. In this respect, the current study aimed to explore the. ‧. interaction of implementation of English electronic picture books in a. y. Nat. multi-dimensional and holistic perspective.. io. sit. The Implementation of Electronic Picture Books in Teaching. n. al. er. The employment of electronic picture books will be discussed in the three. i n U. v. sequential stages of teaching: pre-teaching, in-teaching, and post-teaching.. Ch. engchi. Pre-teaching: How to Select a Quality Electronic Picture Book. High quality multimedia features embedded in electronic picture books will enrich and extend the plot and information to assist readers better understand story elements and concepts presented. Cahill and McGill‐Franzen (2013) advocated that “quality literature interactions start with quality literature” (p.33); likewise, poor quality reading materials gave rise to bad reading experience (Ciampa, 2012; de Jong & Bus, 2003; Vardell, 2008a). Labbo and Kuhn (2000) contended that “considerate” electronic picture books “include multimedia effects that are congruent with and integral to the [text]” (p. 187), which facilitated students’ comprehension and other 12.

(28) capabilities mentioned above. Without “considerate” electronic picture books, multimedia and interactive features would be deemed as hindrance distracting students’ attention from the texts and led to seductive interaction effect (Garner, Gillingham, & White, 1989; Mayer & Anderson, 1991; Ozdemir & Doolittle, 2015; Park, Moreno, Seufert, & Bruken, 2011; Schugar, Smith, & Schugar, 2013). It is little surprise that the quality of electronic picture books varied (de Jong & Bus, 2003; Korat & Shamir, 2004; Labbo, 2000); consequently, “considerate” digital picture books must be evaluated and chosen carefully before incorporating into. 政治大 teachers’ demands but also students’ needs. It is advisable to take the following 立. curricula. Well-constructed electronic books should be tailored to meet not only. considerations into account (Schugar, Smith, and Schugar, 2013, p. 620).. ‧ 國. 學. (1) Do the interactions provide support that would help a reader make a. ‧. text-based inference or understand difficult vocabulary?. sit. y. Nat. (2) Are there more supporting and extending interaction than distracting. io. er. interactions?. (3) Are the interactions time-consuming, or are they relatively brief in nature?. al. n. v i n C h used in the book? (4) How often are interactions Are the interactions strategically engchi U placed to enhance motivation without distracting the reader from the text? Do the interactions occur within the text, or are readers directed to another screen while reading? Hoffman and Paciga (2014, p.386) who adapted Yokota and Teale’s version and claimed that additional considerations should be taken into account for selecting high-quality e-books: (1) Is the text appropriately presented in digital format? (2) Does the story take appropriate advantage of features the digital world allows beyond what is possible in print? 13.

(29) (3) Do the interactive features within the text maintain the integrity of central meanings of the text? (4) Do any supplementary features (add-ons to the text) align with central meanings of the text? In addition to these criteria for selecting quality electronic picture books, teachers should be mindful of providing various types of the books to meet individuals’ requirements some to construct the learner-friendly environment and meaningful teaching activities. Normally, class members are heterogeneous; in other. 政治大 struggling readers, electronic picture books are beneficial for them to read more 立 words, low-achievers as well as high-achievers come in the same class. As for. challenging texts with the aid of digital medium which creates an easy and enjoyable. ‧ 國. 學. atmosphere (Neuman, 2009). Specifically, film-like electronic picture books were. ‧. more appealing to struggling readers and second language learners than conventional. y. Nat. printed books (Jeong, 2012; Zipke, 2013). Nevertheless, the shorter literary texts. er. io. sit. don’t necessarily lead to easier comprehension; thus, “the readability of picture books often exceeds the age level for which they are intended due to their complexity of. al. n. v i n C h(Costello & Kolodziej, vocabulary and density of information” 2006, p.28) In other engchi U. words, electronic picture books can facilitate high-achievers’ comprehension as well. To conclude, the recommendations made by Schugar, Smith, and Schugar, and Hoffman and Paciga will be taken into account to exclude inconsiderate electronic picture books for fear that they may divert students’ attention. Those sub-questions will be treated carefully as the criteria so as to provide students with considerate electronic picture books in this study. In-teaching Despite pedagogical approaches which will be elaborated later (see 4.2.1 & 4.2.2), there are five identical teaching principles for teachers to bear in mind and 14.

(30) apply to teaching. First, teachers have to teach students some strategies to make them familiar with the digital devices, even the basic multimedia functions. Teachers may follow the following suggested routine (Schugar, Smith, & Schugar, 2013, p.618): (1) Show students how to turn on the device and access the apps they will need. (2) Show students how to orient the screen. (3) Demonstrate how to open an e-book, turn the page, and access interactive features.. 政治大 Second, teachers can model how to transfer print-based reading skills gained 立 (4) Set expectations for students’ interactions.. from prior experience, such as inference, prediction, summary, and comprehension. ‧ 國. 學. monitoring. It is advisable that teachers offer their e-reading strategies to support. ‧. students. For example, teachers can ask students to guess the content from the. sit. y. Nat. illustrations on the cover. Moreover, students are encouraged to gain visual and. io. er. auditory cues to determine the main idea and the words they do not comprehend. Third, teachers should have warm-up activities with some guided instructions. al. n. v i n C hbook which is going regarding the electronic picture to be taught, which activate engchi U. students’ schema and construct some background knowledge. Fourth, in the process of teaching, teachers need to observe students’ eye contact, emergent feedback, and interaction with teachers and peers to adjust their instruction and the pace of teaching. For instance, teachers may switch off the ongoing narration or auditory features whenever they become deterrents. Fifth, most importantly, prompting questions are essential to assure if students get comprehension or require extra aids (Schugar, Smith, & Schugar, 2013). In the next section, two pedagogical methods in accordance with reading electronic picture books will be illustrated: one is sharing reading and the other is 15.

(31) extensive reading. The former one is scaffolded by teachers’ facilitation and elicitation along with teacher-student interaction while the latter one is independent reading on one’s own. In this study, the first session of the lesson will use shared reading to give students some scaffolding and the last part of the lesson will ask students to do extensive reading for the purpose of stimulating their autonomy as well as extending their knowledge. Shared Reading Shared reading is defined as a scaffolding reading experience where adults. 政治大 collaboratively made from texts. Roskos et al. (2009) supported that shared reading 立 operate as facilitators to interact with children so that negotiated meanings are. can enhance the construction of language skills and literacies. Labbo (2009) and other. ‧ 國. 學. investigators (Fisch et al., 2002; Kim and Anderson, 2008; Smith, 2001; and Zucker. ‧. et al., 2009) found that electronic picture books can advance learners’ language and. sit. y. Nat. literacies with the adults’ mediation during sharing reading. In the reading process,. io. er. teachers are supposed to use contextualization to provide comprehensible input (Krashen, 1985, 2003) and stimulate students to produce output (Swain, 2005). It is. al. n. v i n C hprompts are necessary believed that continuous questions and in the process of shared engchi U. reading (Blake et al., 2006; Deckner et al., 2006; McArthur et al., 2005; Whitehurst et al., 1988). Extensive Reading In addition to immediate class observations and emergent evaluation after each lesson, extensive reading with electronic picture books can be treated as a long-term method to evaluate the interrelationship connected in the whole process to cultivate students’ reading habits. For example, Sun (2003) utilized an online reading program with electronic picture books to enhance autonomous and independent learners with long-term reading interest. It is thus hoped that autonomous learners will be on the 16.

(32) increase by reading electronic picture books out of lesson with quality multimedia incorporated. Post-teaching According to much previous research which has been devoted to the effects of electronic picture books, a number of assessments are created and utilized to evaluate the product-oriented effectiveness. For young learners, colloquial response, physical reaction, and drawings are regarded as the evaluation tools (Lin, 2002). In terms of young students in elementary schools, evaluation forms, such as reading comprehension with multiple choices, picture sequences, retelling, are utilized to see. 政治大. the variance is significant. Namely, reading electronic picture books is proved. 立. statistically to be helpful to lexical development and reading capabilities (Chen, 2003;. ‧ 國. 學. Ju, 2004; Tseng, 2003; Yan, 2005).. However, few studies have been done on the ecological approach to English. ‧. electronic picture books on Taiwanese adolescents. It is necessary to do this study. y. Nat. io. sit. because many prior studies regarding English electronic picture books were. n. al. er. constructed in the English-speaking countries, not in the EFL learning context. And. i n U. v. some only focused on learning outcomes of young learners in Taiwan after reading. Ch. engchi. English digitalized storybooks. In consequence, this study will employ the qualitative methodology to get the whole picture of the organismic learning process. Because the contextualized factors involving in the dynamic learning process, the notion of affordance and agency (van Lier, 1997, 2000, 2004, 2007, 2008) should be weighed. The Framework of van Lier van Lier (1997, 2000, 2004, 2007, and 2008) adopted the notion of affordance coined by James Gibson (1979) to investigate language learning. Affordance is referred to “the fit between an animal’s capabilities and the environmental supports and opportunities (both good and bad) that make possible a given activity” (Gibson & 17.

(33) Pick, 2000, p.15), which is coordinated with the interactive relationship between learners and their environments. Furthermore, good affordances can “provide potential for action,” while bad affordances are considered “complementary and equally necessary for activity to take place” (Kennewell, 2001, p. 106). Hence, the construction of language learning results from not only good but also bad affordances. Affordance in language teaching does not make linear causal relationship but affords further actions and learning opportunities. van Lier (2000) emphasized that language learning cannot be achieved only by outcome-driven activities paying. 政治大 and process-oriented thinking” and “contextualizing language into other semiotic 立. attention merely to linguistic components and structures but through “contextualized. systems, and into the contextual world as a whole” (p.259). Because other factors may. ‧ 國. 學. interfere with the construction of language learning, the combination of linguistic and. sit. y. Nat. 2007).. ‧. non-linguistic affordances should be treated as a whole not separately (van Lier,. io. er. van Lier (2000) also argued that affordance is the bond among the participants in learning and the environment and consists of “what the organism does, what it wants,. al. n. v i n Cputh it differently, it isUwhat the agent wants and and what is useful for it” (p.252). To engchi. what is useful for the agent that determine the route of learning. The main principle of agency relies on learners’ initiative as well as the activity (van Lier, 2008). Specifically, agency is not an isolated element but an active organism; it refers to “the socialculturally mediated capacity to act” (Ahearn, 2001, p. 112). This notion is closely related to self-selection, initiative, autonomy, and motivation. For instance, if a language learner is active and engaged, he or she will perceive linguistic affordances and make use of them for language learning. On the contrary, some learners are likely to be ignorant of the given affordances rather than viewing them as learning chances. Due to the reflexive characteristic of the notion of agency, factors towards language 18.

(34) learning become multiplied and complicated. In other words, different properties of affordances are perceived and acted upon by different learners, which may contribute to distinct learning process. The concepts of affordances and agency have increasingly been researched in educational literature. Day and Lloyd (2007) attributed learning to such affordances as learning history, styles, volition, and the milieu. Kim and Kim (2013) contended that the same environment provides learners with affordances in diversity in their research on four learners in the EFL context. Huang and Jhuang (2014) noted that individual,. 政治大 learning. Moreover, a number of studies have been focused on the implementation of 立 contextual, and the reciprocal interactions between them play a vital role in English. the notion of affordances on CALL. Anderson (2004) supported that “the greatest. ‧ 國. 學. affordance of the web for educational use is the profound and multifaceted increase in. ‧. communication and interaction capability” (p.42). Kashihara, Sakamoto, Hasegawa,. sit. y. Nat. and Toyoda (2001) supported that the notion of affordances fosters the exploratory. io. er. development of knowledge through hypertext resources on the Web. Although many studies have been done on affordances, little information is. al. n. v i n available on the employmentCof English electronicU h e n g c h i picture books in Taiwan. Given. that the dynamic process of reading English electronic picture books in this study is closely aligned with the core concepts of affordances and agency, the present study attempts to navigate how the learning chances and milieu afforded by employing English electronic picture books on the ninth graders with van Lier’s framework of affordance through a qualitative case study methodology.. 19.

(35) 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. 20. i n U. v.

(36) CHAPTER 3 METHODOLOGY This study adopted a qualitative case study approach to explore, describe, and explain the scenarios and processes in a holistic perspective (Fraenkel & Wallen, 2006; Meyer, 2001; McMillan, 2004; Yin, 2009). Yin (2009) mentioned that the case study is “an empirical inquiry that investigates a contemporary phenomenon in-depth and within its real-life context” (p.18). The fundamental purpose of implementing a case study is thus to collect various data, to detect subtle and continual changes, and. 政治大 includes (1) context and participants, (2) selection of electronic picture books, (3) 立. to provide in-depth interpretations in response to my research question. This section. Context and Participants. 學. ‧ 國. teaching procedure, (4) data collection, and (5) data analysis.. ‧. This research was conducted in a private high school consisting of students. sit. y. Nat. ranging from the 7th graders to the 9th graders in Xin Chuang in New Taipei City and. io. er. focused on the forty-six participants in one lesson in the ninth grade: fourteen are females while thirty-two are males. Due to individual differences, the lesson was. al. n. v i n designed for heterogeneous C students with differentU h e n g c h i levels of English capacity.. According to the background information from the questionnaire (see Appendix. A), most (n=42) of the forty-six participants have read printed picture books either in English or in Chinese while a number of the participants (n=31) have not had the experience of reading English electronic picture books. To eliminate limitations of generalizability and information-processing biases (Eisenhardt, 1989) from qualitative methodology, multi-case approach advocated by Leonard Barton (1990) was adopted. The researcher used purposive sampling (Miles & Huberman, 1994) by choosing three from those who had had experiences of reading English electronic books and another three from those who had not had the experience. These six participants were 21.

(37) interviewed individually by the researcher in order to choose two target participants for this study. The two focal participants were Rain and Prince (all names are pseudonyms). They were chosen on account of their willingness to share their learning experiences and their verbal expression ability to elaborate their thoughts in the process of learning English through reading electronic picture books. Additionally, they were also chosen for this research based on two other characteristics. First, the two participants had similar English ability according to their academic scores in order to eliminate the discrepancy of English capacity. In doing so, this study could. 政治大 different experiences of reading English digitalized books. That is, Prince had the 立 focus on the following characteristic. The second characteristic was that they had. experience of reading digitalized English storybooks, while Rain did not. In this. ‧ 國. 學. respect, the data analysis was more likely to navigate holistically through the. sit. y. Nat. history.. ‧. digitalized reading process to investigate both of them who had different reading. io. er. After selecting the two students as participants, the researcher informed them that they could choose to (or not to) join in this study. Furthermore, a letter of consent. al. n. v i n (see it in Appendix B) was providedCand respectively signed h e n g c h i U by the two participants. and their parents. Most importantly, it was clearly stated that although the researcher was the participants’ teacher, none of the data would influence the participants’ scores. Rain has been learning English since he was five years old in kindergarten. After being an elementary school student, he was exposed to English not only in the regular school but also in cram schools. During those years, he was stimulated by native English-speaking teachers in cram schools to get more involved to learning activities as well as was confronted with some discouraging experiences of learning English in the regular school. However, he still remained positive and passionate about acquiring 22.