重複式閱讀法(repeated reading)最初在英語為母語的國家施行，藉由重複閱讀同一文章方式，達到認字自動化(automaticity)，用以提升閱讀的速度與理解度。多項實驗研究顯示，口語流暢度與閱讀能力有高度的正向相關，而重複式閱讀法能有效提升口語流暢度。此研究是為期十二週的同儕教導式閱讀教學法(peer-mediated repeated reading)運用於台灣北部一所國中英語課程中，參與者為二十八名八年級學生。以學校教科書內文章和學校採用的學習補充閱讀內容為學習教材。重複閱讀活動每週兩次，共二十四節活動。 此研究採個案研究法，選擇三組學習者作為觀察對象，以深入探討學習者於同儕教導式重複閱讀法中的學習過程，以及觀察探討關鍵事件(critical event)於學習的影響。資料蒐集包含質性資料：(1)課堂觀察記錄，(2)學生學習日誌，(3)四次個人訪談，以及(4)四次文章一分鐘口語閱讀正確字數(correct words read per minute)的量化資料。 根據三組個案研究得到的結果顯示，於國中英語課堂中實行同儕教導式閱讀教學法，對口語流暢度產生的學習機會為：(1)因累積的練習影響與斷句運用而導致口語速度的增加。(2)口語閱讀準確度的增加。同儕提供的口語錯誤糾正，學習者自身對於正確度的自覺提升，以及自我學習狀態監測對正確度提升有正向影響。(3)因閱讀速度增加的學習成果或指導同儕提高自我信心而提升的英語學習動機。而在運用同儕教導式閱讀教學法於課堂活動，可能遭遇到的挑戰為：(1)同儕無法提供糾正性回饋，導致口語錯誤一再重複。(2)因欲增加口語速度或因重複的過程無聊，而未清楚地唸出英文字彙的發音，隨意帶過。(3)過度依賴同伴提供的立即口語回饋，以及標示的中文注音符號來念出不會的單字。最後，依據本研究結果，針對此三項挑戰提出建議。並基於此研究中同儕教導式重複閱讀法對於口語流暢度產生正向的增進效果和提供的學習機會，建議於國中英語課堂中採用此學習法，有助於增進國中生口語能力。 / This study was conducted to determine affordances and challenges pertaining to peer-mediated repeated reading (RR) as a regular classroom activity in junior high schools. Although RR has been widely used in L1 countries as a method to develop oral reading fluency, it has only been studied by Taiwanese researchers in the last decade. However, limited research has been conducted regarding the implementation of RR in junior high school English classrooms. Therefore, this qualitative study was conducted to obtain further understanding of the impact of RR regarding the improvement of oral reading fluency among junior high school students. Changes in oral reading performance among 28 participants from a junior high school in Northern Taiwan were observed over the course of a 12-week peer-mediated RR program; furthermore, the learning processes among all participants, which featured three focused dyads, and the critical events experienced along with the impact of these events, were observed. The collected data included classroom observation notes and videos, students’ learning journals, four interviews, and quantitative oral reading rate data (correct words read per minute). The affordances of this method were determined as follows: (1) oral reading rates increased because of the effect of accumulated practice and more practice with sentence chunking; (2) oral reading accuracy was enhanced because participants were provided corrective feedback and developed a sense of accuracy; furthermore, some high achievers demonstrated an enhanced metacognitive ability; and (3) having a partner motivated the participants to learn and facilitated the development of a sense of self-competence during the RR sessions. The following challenges were also encountered: (1) repeated errors resulted from the lack of corrective feedback from partners, (2) careless oral reading owing to the pursuit of a higher oral reading rate or the boredom arising from repetition, and (3) overreliance on corrective feedback from partners and the use of Mandarin phonetic symbols to read out unknown words. Overall, the findings of this study suggested that the peer-mediated RR method could be effectively applied as a regular classroom activity in junior high schools to enhance the oral reading fluency of students.

本研究旨在探討運用點讀筆是否具有提升國中生之英語學習動機、英語朗讀流暢度及學習滿意度效益。此外，本研究亦探討場地獨立型與場地依賴型不同認知風格學生應用點讀筆進行英語學習，在提升英語學習動機、英語朗讀流暢度上是否具有差異。 本研究以桃園縣某公立國中兩班共62位七年級學生為研究對象，分為實驗組與控制組，實驗組以教師搭配點讀筆進行英語教學，控制組則以教師施予傳統教學方式進行。量化資料分析來自一分鐘口語流暢度之前後測、學習動機與滿意度問卷。所得資料以描述性統計、t考驗、單因子共變數分析與Pearson積差相關進行資料分析與研究結果歸納，質化資料分析包含學生訪談問卷之開放問題與教師教學省思。 本研究之主要發現如下： 1.相較於施予傳統英語教學的控制組，教師應用點讀筆輔助英語教學的實驗組，整體學習動機明顯優於控制組； 2.無論是施予傳統英語教學的控制組或是教師應用點讀筆輔助英語教學的實驗組，兩組的英語朗讀流暢度表現無顯著差異，但在口語朗讀字數進步幅度上實驗組明顯優於控制組；3. 教師應用點讀筆輔助英語教學能顯著提升不同認知風格的學生之英語學習動機； 4.教師應用點讀筆輔助英語教學對不同認知風格的學生英語朗讀流暢度表現無顯著差異，但能顯著提升不同認知風格的學生的口語朗讀字數進步幅度，研究結果顯示實驗組場地獨立與場地依賴學生的英語朗讀字數進步幅度明顯優於控制組； 5.實驗組學生使用點讀筆的次數與口語流暢度具有顯著正相關；6.實驗組學生的學習滿意度顯著優於控制組，實驗組學生自覺應用點讀筆輔以英語教學使他們更勇於開口朗讀英文、會注意發音與語調，對英語學習更有自信、上課更專心，也更積極參與課堂活動。 總結而論，本研究結果顯示教師應用點讀筆輔助英語教學，為一種有助於提升國中學生的英語學習動機、學習滿意度及英語朗讀能力的有效教學模式。國中英語教師可參考此結果，善加運用多元的數位資源融合於英語學習的教學活動之中，以觸發更有效的英語學習效果。最後，根據研究結果，本研究亦提出教師應用點讀筆輔助英語教學在教學、教材設計及教育行政單位配合之建議，希望能作為國中英語教學設計與實務教學上的參考。 / The purpose of this study is to investigate the effects of the intelligent pen on EFL junior high school students’ oral reading fluency, learning motivation and learning satisfaction. It also attempts to compare the performance among students of different congnitive style on learning motivation and oral reading fluency. The pretest-posttest nonequivalent group design was adopted. The subjects were two groups of the junior high school students, one as the experimental group instructed by the application of intelligent pen and the other, as the control group, instructed by the traditional lecture method. At first, a pretest was conducted to measure the students’ English oral reading fluency and learning motivation. At last, English oral reading fluency, English learning motivation and satisfaction were also measured as parts of posttests. The data were analyzed with descriptive statistics, t-test, ANCOVA,and Pearson’s correlation coefficient. As for the data collected from the students’ responses to the questionnaires, they are analyzed both quantitatively and qualitatively. The following were the main findings of this study. 1. The experimental group’s posttest learning motivation score was higher than the control group’s. Compared the experimental group’s pretest and posttest learning motivation scores, the posttest levels were significantly higher than the pretest ones. For the control group, there was no significant difference between the pretest and posttest scores. 2. The experimental group’s posttest English oral reading fluency score was not significantly higher than the control group’s. However, the experimental group made progress more significantly than the control group. For the experimental group and the control group, there were significant difference between their own pretest and posttest scores, because the control group was still offered more chances to read English aloud than before. 3.Not only field-independent (FI) students but also field-dependent (FD) ones were superior in the learning motivation. 4.Both the Field-independent (FI) and field-dependent (FD) students of the experimental group made progress in a gain of WCPM more significantly than the control group. 5. A student’s oral reading fluency score was positive correlation with the frequency of using the intelligent pen. 6. The experimental group’s posttest learning satisfaction scores were significantly higher than the control group’s.The findings suggest that the students of the experimental group’s learning satisfaction toward English had improved significantly after the proposed instruction. Most students reported that not only their pronunciation and intonation had become better but also they had become more concentrative in class and more active in participating in the classroom learning owing to the intelligent pen. In conclusion, compared with the traditional lecture method, applying intelligent pen to English teaching had significantly positive effect on promoting junior high school students’ English oral reading proficiency, learning motivation, and learning satisfaction. Furthermore, the students held positive attitudes towards the proposed instruction. Designing teaching curriculum, the English teachers in junior high schools may take the effects and differences into consideration.Meanwhile, the teachers can apply the digital resource in the English teaching activities to achieve more effective learning results. Hence, pedagogical implications and suggestions for future research are provided in the end.