在台灣，以老師為中心的英語教學與學生為了升學考試而閱讀的現象存在已久； 西方學者已證實有效地運用閱讀策略教學與實施小組討論，可以提昇學生的閱讀成效及興趣。本研究目的在於探討融合閱讀策略與合作式小組討論教學法對國中生英語閱讀能力的學習效益，並針對此種教法是否能增進學生的字彙、理解及寫作能力進行實驗研究。此外，亦探討高成就組學生與低成就組學生其字彙、理解、寫作及閱讀測驗能力之差異，以及他們對合作式小組閱讀策略教學的看法及態度作進一步的探析。
本兼具質化與量化之研究涵蓋三個階段。第一階段為實施閱讀策略教學後學生進行合作小組討論，第二階段為學生接受閱讀理解評量，及最後接受問卷調查。本研究對象為台南市一所補習班55位國中二年級生，教材為八篇短篇英文故事。學生在接受閱讀策略教學後，分組進行合作式小組學習。在團體互動過程中，學生分享看法及一起解決組員在閱讀過程中所遇到的問題，以期能加強閱讀理解能力。量化資料的分析來自學生閱讀成效的評量：前後測、五次閱讀測驗小考及二個月後的閱讀測驗；質化資料的分析來自受試者最後一堂接受問卷調查，問卷內容為探討學生對閱讀策略使用、教材、小組討論及整個教學法的態度及看法。問卷結果分析完後，老師再針對學生不確定的題目，進行抽樣訪談，以得到更精確的分析結果。本研究的主要發現如下：
1.在接受閱讀策略教學法及分組合作討論後，學生於後測及五次閱讀測驗小考都呈現顯著的進步。
2.此實驗教法確實能有效地提升學生英文閲讀成效，在字彙習得、故事理解及簡答題三種題型都有明顯的進步，雖然簡答題的寫作表現進步較不顯著，但仍證明具有正面的影響。
3.在高成就組與低成就組同學的成效比較方面，高成就組不論在閱讀測驗成績，其字彙習得、故事理解及簡答題均明顯比低成就同學高分；即使如此，低成就同學的成績仍呈顯著的進步。因此，不論高成就或低成就學習者都能從本實驗教法增強其閱讀理解能力。
4.在閱讀態度方面，學生普遍對教材感興趣，而且認為閱讀策略的使用是很重要而且有助於理解閱讀內容。
5.對於整體的合作閱讀策略教法的看法，學生表現高度同意及正面肯定，他們普遍認為比傳統教法好，上課較無壓力，而且相信可以增進閱讀理解及提高他們的閱讀信心與興趣。
6.然而，對於合作式小組討論的看法，高成就學生表現出較中立或負面的態度，但低成就同學的看法相對比較正面及肯定。

本研究結果顯示，老師教導閱讀策略後學生進行合作小組討論，確實能有效提昇學生的閱讀理解能力，另外字彙及文章理解都有顯著的進步，對學生的閱讀態度及興趣也有正面影響。然而，本研究亦顯示在實施合作小組討論之前，對高程度學生進行心理建設、解釋其價值及好處是必然的，以及給予學生足夠充分的時間練習使用閲讀策略是必要的。

The conventional teacher-centered instructional approach has widely prevailed in Taiwan. In reading classes, the interaction commonly follows the pattern whereby the students read after the teacher. Accordingly, EFL learners read not for pleasure but for preparing teacher’s assignment or entrance examinations. Recent studies have validated that appropriately implementing reading strategies with cooperative learning might enhance learners’ reading comprehension and form favorable attitudes toward reading. Hence, the study aimed to explore the effectiveness of implementing cooperative strategy-based instruction (CSBI) in EFL reading classes of Taiwan. Apart from analyzing the outcome of students’ reading performance, the exact gains on vocabulary, story comprehension, and writing performance were also assessed.
This qualitative and quantitative study included an experimental cooperative strategy-based instruction, reading comprehension assessment, and a questionnaire survey. A total number of 55 students constituted the study subjects with different English proficiency levels from one English learning center in Tainan City. Under the researcher/teacher’s guidance, all the subjects learned to employ a variety of reading strategies and then engaged into cooperative group work and discussion. For data collection, the students’ performance on five reading comprehension quizzes, the pretest, posttest, and the delay-recalled test were analyzed quantitatively. Student’s responses to the questionnaires, including reading materials, reading strategy use, and cooperative group learning were analyzed qualitatively. Furthermore, the result of interview from randomly selected students was also analyzed qualitatively. The findings were summarized as follows:

1.EFL learners from both high-achieving and low-achieving groups commonly promoted their reading comprehension on five quizzes and the posttest. The analysis also showed their scores made progress sharply from Quizzes 1 to 5.
2.EFL learners from both high-achieving and low-achieving groups acquired significant gains on vocabulary and story comprehension, but there was less significant effect on writing production.
3.The high achievers outperformed the low achievers on reading comprehension tests, vocabulary gains, and story comprehension. Even so, the low achievers steadily registered advanced scores on performance of the posttest, five quizzes, vocabulary gains, and story comprehension, respectively.
4.As for the learning attitudes, students commonly responded with favorable and positive attitudes toward the reading materials and the use of reading strategies. They commonly agreed that reading strategies are both important and helpful to enhance comprehension.
5.The low achievers registered more positive attitudes and perceptions toward their engagement in cooperative group work and discussion than the high achievers.
6.The students from both groups strongly approved the implementation of the cooperative strategy-based instruction. They perceived that it is interesting, helpful to promote reading comprehension, and spur their reading confidence and interest as well. Although the high achievers showed modest attitudes toward cooperative group work, they exhibited positive attitudes toward the whole reading treatment.
In sum, the findings from this study indicate significant improvement in EFL students’ reading comprehension and vocabulary gains as a result of the cooperative strategy-based instruction. They commonly favored and showed positive attitudes toward the reading treatment. Such results render a strong support for the beneficial effects of combination of explicit reading strategy instruction and cooperative group work in EFL reading classes.

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