EFL reading strategies and their instruction on e-learning : Toward the construction of an instructional model

EFL阅读策略及其在电子学习中的指导：构建教学模型

基本信息

批准号：
18520466
负责人：
TAKEUCHI Osamu
金额：
$ 1.69万
依托单位：
Kansai University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2006
资助国家：
日本
起止时间：
2006 至 2007
项目状态：
已结题

项目摘要

This research had investigated the reading behavior and strategies of college EFL students on e-learning, and provided a model for reading strategy instruction specifically tailored to the e-learning environments. First, we examined their vocabulary learning behavior, which is essential for effective reading in a foreign language. The major findings in the study are 1) there existed strategies unique to the e-learning environment, but 2) EFL learners tended to transfer their learning behavior form the paper-pencil environment to the e-learning environment without any modifications. These results indicate vocabulary learning strategy instruction is needed when they study EFL with computers. Second, we developed our original reading web site on the Internet and examined college EFL students' reading behavior and strategies on it. The web site was on the CEAS, an LMS developed by the Fuyui Research Lab. at the Faculty of Engineering, Kansai University. The major findings in this study are 1) there existed cognitive (reading) strategies unique to the e-learning environment, but 2) some EFL learners are lacking in the repertoire of the strategies. Also found are 3) the use of metacognitive strategies and knowledge is highly important for the maintenance of learning activities, and 4) EFL learner are generally lacking in the metacognitive strategies and knowledge. These findings indicate that we need to implement the reading strategy instruction as well as the development of metacognition. Based on these findings, we provided a strategy instructional model specifically tailored to the e-learning environments.

本研究调查了大学生在线学习的阅读行为和策略，并提供了专门针对在线学习环境的阅读策略教学模型。首先，我们检查了他们的词汇学习行为，这对于有效阅读外语至关重要。该研究的主要发现是：1）存在电子学习环境特有的策略，但是2）英语学习者倾向于将他们的学习行为从纸笔环境转移到电子学习环境而不进行任何修改。这些结果表明，当他们使用计算机学习英语时，需要词汇学习策略指导。其次，我们在互联网上开发了自己的原创阅读网站，并研究了大学英语学生在该网站上的阅读行为和策略。该网站位于 CEAS，这是一个由 Fuyui 研究实验室开发的 LMS。就读于关西大学工学部。本研究的主要发现是 1) 存在电子学习环境特有的认知（阅读）策略，但 2) 一些英语学习者缺乏这些策略。还发现3）元认知策略和知识的使用对于维持学习活动非常重要，4）英语学习者普遍缺乏元认知策略和知识。这些发现表明我们需要实施阅读策略指导以及元认知的发展。基于这些发现，我们提供了专门针对电子学习环境的策略教学模型。