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研究生：	陳品分 Chen, Pin-Fen
論文名稱：	運用電腦動畫故事書融入合作式故事構圖活動增進國小英語學習者單字習得及閱讀理解力之研究 A Study of Facilitating EFL Young Learners' Vocabulary Acquisition and Reading Comprehension through Animated Picture Books and Cooperative Story Mapping Instruction (CoSM)
指導教授：	陳璧清 Chen, Pi-ching
學位類別：	碩士 Master
系所名稱：	文學院 - 外國語文學系碩士在職專班 Department of Foreign Languages and Literature (on the job class)
論文出版年：	2009
畢業學年度：	97
語文別：	英文
論文頁數：	158
中文關鍵詞：	單字習得、閱讀理解、故事構圖、電腦動畫故事書、合作學習
外文關鍵詞：	Vocabulary acquisition, Reading comprehension, Story mapping, Animated picture books, Cooperative learning
相關次數：	點閱：97 下載：7
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活化學習者想像力的故事閱讀教學法已吸引第二語言教師們的注意，加上電腦與數位化科技讓學習者在多媒體環境下閱讀故事，提供其視覺與聽覺的圖像及語料輸入。然而，學生可能因為多媒體所帶來的大量訊息而導致分散學習的注意力，故本研究運用故事構圖教學活動的學習支持以促進學生在多媒體環境下的英語學習。因此，本文旨在探討閱讀動畫故事繪本與合作式故事構圖策略對英語初學者單字習得及閱讀理解力的效益。
此研究包括一實驗教學、創意故事寫作和兩份調查問卷。兩份調查問卷包含探討國小學童對英語學習態度及衡量自我英語能力之問卷和對本教學法的反應調查問卷。參與本研究的學生是位於南台灣一所國小的九十位五年級學童。研究過程為一學期的課程，共閱讀四個英語動畫故事及進行一則英語故事創作活動。為了引導學生有效地合作學習，教師首先根據英語能力將學生異質分組成五到六人的小組。在介紹學生故事元素的概念後，教師隨即運用多媒體動畫進行故事閱讀活動，學生則以小組合作的方式完成故事構圖學習單。接著由教師帶領學生作班級討論活動以界定故事中的角色、場景、主要問題、主要情節或解決方式以及故事結局等元素。俟所有故事的閱讀活動結束後，各組學生根據故事元素合力創作一個新的故事。為了解學生對動畫故事繪本與合作故事構圖策略的態度及反應，實驗教學後學生進一步填答調查問卷。此外，另一份問卷在於探討學生學習英文的態度及衡量自我英文能力，此份問卷分別在教學前及教學後實施。
本研究收集到的資料包括六份單字和閱讀理解測驗與兩份問卷調查結果，經描述性統計和成對樣本T檢定分析，茲將本研究主要發現摘述如下：
1.在字彙學習和閱讀理解方面，學生們經由電腦動畫故事書融入合作式故事構圖活動的課程訓練後，字彙及閱讀成績均有增進。此結果代表電腦動畫故事書融入合作式故事構圖活動有助於提升學生的英文字彙學習及閱讀理解之能力。
2.高分組與低分組兩組學生的字彙及閱讀成績均有增進，但在四個故事及立即後測的成績呈現上有所差異。低分組學生成績呈顯著性持續的進步，然而，高分組則沒有。此結果表示電腦動畫故事書融入合作式故事構圖活動亦有助於提升英文學習低成就生的英語能力。
3.在電腦動畫故事書融入合作式故事構圖教學活動之後，學生們對學習英文的態度及對自我英文能力觀感有顯著進步。此結果顯示電腦動畫故事書融入合作式故事構圖活動有助於提升學生學習英文的態度，而學生對自己的英文能力也較有肯定的看法。
4.學生們普遍肯定電腦動畫故事書融入合作式故事構圖教學活動閱讀學習效果；動畫故事教材提高孩童的閱讀興趣，而融入故事構圖教學則有助於字彙學習並增進閱讀理解能力。此外，學生們也對小組討論活動持肯定的看法，然而對於英文故事寫作活動則持較中立的態度。
5.透過進一步的課室觀察發現，學生們普遍認為英文故事寫作能幫助他們增進英語語文能力，然而，學生們認為寫作難度高，所以對於英文故事寫作課程仍存有焦慮感。

本文研究結果顯示學生學習英文的態度及衡量自我英文能力在教學前後有顯著的改變，且在四個故事教學中整體學生們對於單字學習及閱讀理解能力有持續且穩定的進步效果。此研究期能作為英語教學者使用多媒體教材結合課室內英語教學方式之參考。

Story reading has been attracting L2 teachers’ attention by activating learners’ creative imagination. Besides, the emergence of computerization and digitalization makes story reading in multimedia context which provides an audio and visual language input possible. However, learners may have wandering attention due to the diversity of the information from the multimedia materials (Sun & Dong, 2004). Thus, learning support, story grammar instruction in this study, is needed to facilitate the learning in the multimedia-based context. This study is to examine the effects of animated picture books and cooperative story mapping (CoSM) instruction on EFL young learners’ vocabulary learning and reading comprehension, which attempts to propose an instructional model of applying a multimedia material into traditional EFL classrooms.
This study included an experimental teaching, cooperative story composing, and two questionnaire surveys. One of the questionnaires was to probe students’ attitudes toward English learning and perspectives on their English competence; the other was to investigate student’ responses to the whole CoSM instruction. The study recruited 90 fifth graders of an elementary school in the southern part of Taiwan. Besides, this study lasted for one semester, which included four English story animations instruction and a story composing. For effectively engaging a successful cooperative learning, the instructor heterogeneously grouped the students into small groups of 5-6 members based on their language proficiency levels and introduced them the concept of the story elements, including characters, settings, problems, solutions and outcomes. After the story reading with multimedia animation, students cooperatively completed the story map. Then, the instructor led a whole-class discussion for identifying story elements. Students cooperatively created a new story based on story elements after the cycles of four story reading. A pre- and post- questionnaire exploring the students’ attitudes toward English learning and perceptions on their own English competence and a post-questionnaire investigating the participants’ responses toward the CoSM instruction with animated picture books were administered.
The collected data included the results of six quizzes about vocabulary and reading comprehension as well as those of two questionnaires, which were analyzed by descriptive statistics and paired samples t-test. The findings of the study were briefly summarized as follows:

1.In terms of vocabulary learning and reading comprehension, students improved their scores as implementing animated picture books combined with the CoSM instruction. It indicated that animated picture books combined with the CoSM instruction facilitated students’ English competence of vocabulary learning and reading comprehension.
2.There were differences for the performances of vocabulary learning and reading comprehension between high-EPL and low-EPL groups. Based on the scores of the four stories and the immediate posttest, low-EPL students significantly performed steady progress. However, high-EPL students did not. It implied that animated picture books combined with the CoSM instruction also facilitated lower-achievers’ English learning.
3.After animated picture books combined with the CoSM instruction, students significantly improved their attitudes toward English learning and perceptions on their English competence. It showed that animated picture books and the CoSM instruction enhanced EFL young learners’ attitudes about English learning and English competence.
4.The students responded positively to the animated picture books combined with the CoSM instruction. They expressed that animated picture books promoted their reading motivation, that story grammar instruction facilitated their vocabulary learning and reading comprehension. In addition, the students had positive attitudes toward cooperative group discussion but they held neutral attitudes about English story writing.
5.Through the instructor’s classroom observation, most of the students believed that English story writing activities improved their English competence. However, the students also had anxiety toward English story writing classes because they considered writing difficult.

The results indicated that learners had a positive attitudinal change toward English learning and perceptions on their own English competence. Moreover, their vocabulary learning and reading comprehension constantly progressed as the four story animated picture books were instructed. This study was expected to be the reference of practitioners to incorporate the multimedia teaching and learning materials into the English classroom instruction.

TABLE OF CONTENTS

Abstract (Chinese)	i
Abstract (English)	iii
Acknowledgements	v
Table of Contents	vi
List of Tables	        xiii
List of Figures	        xv
	
CHAPTER ONE  INTRODUCTION	1
     Motivation and Background	1
     Purpose of the Study	4
     Research Questions	        5
     Significance of the Study	7
     Definition of Terms	9
	
CHAPTER TWO  LITERATURE REVIEW	14
     Multimedia Processing and Learning	14
          The Theoretical Underpinnings of Multimedia Processing and Learning	15
          The Functions and Principles for Multimedia Presentation	19
     Picture Books and Animated Picture Books	22
          Features of Picture Books	22
          Picture Books and Language Learning	24
          Electronic-form of Picture Books and Language Learning	26
Reading Instructional Strategy: Story Grammar	31
          The Concept of Story Grammar	31
Story Grammar Instruction and L1 Learning	33
Story Grammar Instruction and L2 Learning	36
Cooperative Learning	39
          Definition of Cooperative Learning	39
          Theoretical Perspectives of Cooperative Learning	40
          Empirical Studies of Cooperative Learning and Language Learning	43
     Summary	47

CHAPTER THREE  METHODOLOGY	50
     Overview	50
     Participants	53
     Materials and Instruments	54
          Reading Materials	55
          Vocabulary Test and Reading Comprehension Test	56
          Questionnaires	57
     Procedures	58
     Data Analysis	61
     The Summary of the Study Design	62
	
CHAPTER FOUR  RESULTS AND DISCUSSION	67
     Overview	67
     The Effectiveness of Animated Picture Books Combined with the CoSM Instruction	73
          1. The results of students’ vocabulary learning and reading comprehension in animated picture books combined with the CoSM instruction	73
               RQ 1-A	73
               RQ 1-B	76
               Discussion	77
     Comparison of the Effectiveness of Animated Picture Books Combined with the CoSM Instruction on Students’ English Proficiency	78
          2. The results of students’ vocabulary learning and reading comprehension in animated picture books combined with the CoSM instruction between high-EPL and low-EPL students	78
               RQ 2-A	78
               RQ 2-B	81
               Discussion	83
     Results of the Questionnaire Q-AP	85
          3. Students’ attitudes toward English learning and perceptions on their own English competence     85
               RQ 3-A	85
               RQ 3-B	89
               Discussion   92
     Results of the Questionnaire Q-CoSM	93
          4. Students’ responses toward animated picture books combined with the CoSM instruction	93
               RQ 4-A	94
               RQ 4-B	97
               RQ 4-C	99
               RQ 4-D	101
               Discussion	103
	
CHAPTER FIVE  CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS	111
               Summary of the Major Findings	111
               Pedagogical Implication	114
               Limitation of the Study	116
               Suggestions for Future Research	118
	
REFERENCES	120

	
APPENDIXES	132
     APPENDIX A: The Consent for the Participants	132
     APPENDIX B: The Class Schedule 	133
     APPENDIX C: The Authorized Certificate of Broadcasting DVDs	137
     APPENDIX D: The Worksheet for Group Discussion	138
     APPENDIX E: English Version of the Questionnaire “Young Learners’ Attitudes toward English Learning and Perceptions on English Competence (Q-AP)”	139
     APPENDIX F: Chinese Version of the Questionnaire “Young Learners’ Attitudes toward English Learning and Perceptions on English Competence (Q-AP)”	142
     APPENDIX G: English Version of the Questionnaire “Young Learners’ Attitudes toward Animated Picture Books and the Cooperative Story Mapping Instruction (Q-CoSM)”	145
     APPENDIX H: Chinese Version of the Questionnaire “Young Learners’ Attitudes toward Animated Picture Books and the Cooperative Story Mapping Instruction (Q-CoSM)”	148
     APPENDIX I: Quiz of the First Story	151
     APPENDIX J: Quiz of the Second Story	152
     APPENDIX K: Quiz of the Third Story	153
     APPENDIX L: Quiz of the Fourth Story	154
     APPENDIX M: The Immediate Posttest of the Four Stories	155
     APPENDIX N: The Delayed-recall Test of the Four Stories	156
     APPENDIX O: Students’ Group Work of Creative Story Writing	157

 
LIST OF TABLES

3.1	Four Reading and Animation Selections for the Present Study	56
3.2	The Summary of the Study Design	62
4.1	Summary of Respondents’ Demographic Data	72
4.2	Mean Score (M) and Standard Deviation (SD) for Each Test	75
4.3	The Numbers of Students in the Six Score Ranges for Each Test	76
4.4	Comparison of the Results of the Immediate Posttest and Delayed-recall Test	77
4.5	Mean Score (M) and Standard Deviation (SD) of Each Test for High-EPL Students and Low-EPL Ones	80
4.6	Comparison of High-EPL and Low-EPL Students’ Immediate Posttest and Delayed-Recall Test of Vocabulary Learning	82
4.7	Comparison of High-EPL and Low-EPL Students’ Immediate Posttest and Delayed-Recall Test of Reading Comprehension	83
4.8	Comparison of the Students’ Attitudes toward English Learning between the Pre-study and Post-study of the Q-AP86
4.9	Mean Score (M) and Standard Deviation (SD) for the Students’ Attitudes toward English Learning of the Pre-study and Post-study of the Q-AP	88
4.10	Comparison of the Students’ Perceptions toward Their English Competence between the Pre-study and Post-study of the Q-AP	89
4.11	Mean Score (M) and Standard Deviation (SD) for the Students’ Perceptions about Their English Competence in the Pre-study and Post-study of the Q-AP	91
4.12	Students’ Attitudes toward Animated Picture Books	95
4.13	Ranking of Students’ Favorite Selection	96
4.14	Students’ Attitudes toward the Animated Picture Books Combined with the CoSM Instruction	98
4.15	Students’ Attitudes toward the English Story Writing Activities	100
4.16	Students’ Attitudes toward the Cooperative Group Discussion	102
4.17	Ranking of Students’ Interest for the Four Selections and the Quiz Results of the Four Selections	104
4.18	Summary of the Results in the Study	106
 
LIST OF FIGURES

2.1	Verbal and nonverbal symbolic systems of Dual Coding Theory	16
2.2	A generative model of multimedia learning	18
3.1	A flow chart of the study procedures	60
4.1	The structure of the data analysis	69
                                    

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