本研究針對澎湖縣馬公市三十四位國小五年級學童，進行五週標註系統輔助不同模糊容忍度學童進行英語閱讀學習的課程，旨在透過標註系統探討不同模糊容忍度之國小學童，在標註系統使用表現上的差異，以及使用標註後標註行為與閱讀成效的改變。 本研究蒐集了量化與質性的資料，量化的資料方面，以第二語言模糊容忍度量表、全國兒童暨青少年英語分級檢定之文章與測驗，與政大圖資所「數位圖書館暨數位學習實驗室」所開發的Glias閱讀標註系統為工具，獲得教學實驗資料進行統計分析；質性資料方面，係透過課堂討論學習單與半結構式訪談，獲得資料並進行分析。茲將主要研究發現分述如下： 一、標註系統有助於提升學習者的英語閱讀成績，特別有助於模糊容忍度低的學習者。 二、透過開放式標註，不同模糊容忍度學習者在部分類型標註與總標註數量上都顯著地減少，尤其是模糊容忍度中與低的學習者。 三、透過開放式標註，整體學生在個人意見的標註數量上顯著地增加。 四、不同模糊容忍度的學習者在開放式標註系統的標註字數與被投票數的表現上有所差異，但經過兩次開放式標註系統的使用後則無顯著差異。 五、不同模糊容忍度的學習者最喜歡建立也覺得最有用的都是解釋類型的標註，但不同模糊容忍度的學習者喜歡的理由各異。 六、模糊容忍度不同的學習者瀏覽時最喜愛的標註類型不同。 七、在兩次開放式標註下，不再是標註數量或標註字數多，分數才高。 八、重點提醒的標註寫得越好的學習者，其英語閱讀測驗成績越高。 九、模糊容忍度各組中進步最多者都善加應用標註系統的優勢。 十、多數學生對開放式標註系統輔助英語閱讀持肯定態度。 基於上述研究結果，本研究亦針對實務教學者與後續研究提出相關建議。 / This research focused on studying 34 elementary grade 5 students at Magong City, Penghu County and proceed five weeks of classes on students’ with different tolerance of ambiguity in English reading study through the assistance of annotation system. The purpose is to learn the differences on the students studying performance through the assistance of annotation system on students with different tolerance of ambiguity and the changes of reading result and annotating behavior after using the annotation system. This research collected a lot of quantitative and qualitative data, in terms of quantitative data, there are second language tolerance of ambiguity scale chart, the general English proficiency tests’ articles and tests for children and teenagers, and the statistical analysis gathered using the Glias reading annotation system tool developed by NCCU Graduate Institute of Library, Information and Archival Studies’ “digital library and digital learning laboratory.”; in terms of qualitative data are data and statistics gathered through class discussion and semi-structured interviews. A summary of the key findings are: 1. Annotation system effectively increases the English reading scores for students especially with low tolerance of ambiguity. 2. Through open annotation labeling, different students with different tolerance of ambiguity effectively reduced some types and the total numbers of annotation labeling, especially for students with medium and low tolerance of ambiguity. 3. Through open annotation labeling, the number of labeling in students personal opinion have increased. 4. Students with different level of tolerance of ambiguity have different performance in terms of the number of open annotation labeling system and the number of system that were voted, but after using open annotation system for two times, there were little differences. 5. Students with different level of tolerance of ambiguity like to establish and also think the most useful annotation labeling is the explanation types, but their reason for liking the system varies. 6. The favrorite browsing type of annotation labeling for students with different level of tolerance of ambiguity varies. 7. After two open annotation labeling, the score doesn’t increase when there are more annotation labeling. 8. The better annotation labeling for the main point is related to the higher score on the English reading test. 9. In different groups of students of different level of tolerance of ambiguity, the students that improve the most are students who know how to use the annotation system to its advantage. 10. Most students agreed that open annotation system is effective in assisting reading English articles. In conclusion, this research will also propose related suggestions to practice educators and the follow-up studies.

本研究發展可以在任意網頁上進行閱讀標註之合作式閱讀標註系統，並透過探勘集體智慧方式，在合作式閱讀標註系統上發展「優質標註萃取」及「達人標註萃取」機制，來輔助學習者進行數位文本閱讀學習，以達到提昇閱讀理解成效的目的。此外，本研究也進一步探討透過「優質標註萃取」及「達人標註萃取」機制過濾掉一部份品質較差的標註，是否可有效降低閱讀標註文本時產生的認知負荷。 本研究將學習者分成實驗組1（達人標註）、實驗組2（優質標註）與控制組（所有標註）三組，並分別進行約80分鐘的合作式閱讀標註學習活動。其中控制組的成員採用「呈現所有標註之合作式閱讀標系統」支援閱讀學習；而實驗組1的成員則透過「呈現達人標註之合作式閱讀標註系統」來進行閱讀學習；實驗組2則透過「呈現優質標註之合作式閱讀標註系統」來進行閱讀學習。合作式閱讀標註活動要求學習者在指定時間內閱讀本研究指定的文本（化學科普之文章），同時利用「合作式閱讀標註系統」進行閱讀標註撰寫與分享。閱讀標註活動結束後，學習者將進行所閱讀文本之閱讀理解評量以及認知負荷量表填寫，據此瞭解學習者的閱讀理解成效及認知負荷程度。 研究結果顯示，採用具有「優質標註萃取」機制所得標註支援閱讀學習，有助於過濾品質不佳的閱讀標註，並提供更簡潔易找尋之優質標註支援閱讀學習，進而提昇閱讀理解成效，由於閱讀時更容易找到所需的優質資訊，因此亦較有助於提昇學習者不同面向概念的閱讀理解成效；此外，本研究基於每位學習者的有效標註，在考量標註層次及標註數量下，評估每位學習者的“標註能力”，採用優質標註支援閱讀學習的實驗組2（優質標註）學習者中，標註能力越高的學習者，其閱讀理解成效也較佳；而本研究將學習者依照閱讀理解後測成績高低，分成高分組及低分組後顯示，控制組（所有標註）與實驗組2（優質標註）的組別中，均呈現出低分組學習者的認知負荷顯著高於高分組學習者的現象；除此之外，本研究比較三組採用不同標註呈現方式之合作式閱讀標註系統進行閱讀學習之學習者時，結果發現，採用三種不同閱讀標註呈現方式組別學習者之認知負荷無顯著差異。 最後，本研究歸納研究者在研究過程及結果中之發現，提出發展結合合作式閱讀標註的有效閱讀學習策略、探討各類型標註眼動行為對於閱讀理解成效影響與擴展合作式閱讀標註系統支援行動閱讀學習等未來研究議題之初步架構，供後續研究參考以進行更深入之探究。 / A Collaborative Reading Annotation System, which can be randomly proceeded reading annotations on any web pages, is developed in this study. Furthermore, Quality Annotation Extraction and Master Annotation Extraction are developed on the Collaborative Reading Annotation System by mining collective intelligence for assisting learners in proceeding reading digital texts and promoting the reading comprehension performance. The effect of removing some bad-quality annotations through Quality Annotation Extraction and Master Annotation Extraction on reducing the cognitive load when reading annotation texts is further discussed in this study. The learners are divided into Experiment Group 1 (Master Annotation), Experiment Group 2 (Quality Annotation), and Control Group (All Annotation) for 80-minute collaborative reading annotation learning. Control Group uses Collaborative Reading Annotation System with all annotations for promoting reading; Experiment Group 1 proceeds reading through Collaborative Reading Annotation System with master annotations; and, Experiment Group 2 applies Collaborative Reading Annotation System with quality annotations to reading. The learners are requested to read the assigned texts (articles of popular science in chemistry) in the assigned period and write and share the reading annotations with the Collaborative Reading Annotation System. Afterwards, the learners are evaluated the reading comprehension of the texts and fill in the cognitive load scale for understanding the reading comprehension performance and the cognitive load. The research results show that utilizing the annotations acquired by Quality Annotation Extraction for promoting reading could filter out unfavorable reading annotations and provide quality annotations, which are more easily searched for promoting reading, to further enhance the reading comprehension performance. Since the quality information can be more easily searched, it could better assist learners in promoting reading comprehension performance in various aspects. Moreover, based on the valid annotations of each learner, the annotation ability is evaluated the annotation level and quantity. Learners with higher annotation ability in Experiment Group 2 (Quality Annotation) present better reading comprehension performance. Based on the reading comprehension post-test results, the learners are divided into high-score and low-score groups. The cognitive load of low-score learners in both Control Group (All Annotation) and Experiment Group 2 (Quality Annotation) is higher than it of high-score learners. Besides, the cognitive load among the three groups applying the Collaborative Reading Annotation System with different annotations to reading does not appear significant differences. Finally, developing effective reading strategies with Collaborative Reading Annotation, discussing the effects of various annotations on reading comprehension performance, and expanding Collaborative Reading Annotation System for promoting mobile reading are proposed as the preliminary framework for future research, with which in-depth exploration could be preceded in successive research.

有鑑於數位閱讀已逐漸成為閱讀發展的新趨勢，許多研究著手於發展相關的閱讀系統或設備來輔助學習者進行閱讀學習。此外，如何幫助學生在進行英文閱讀學習時，增加對於文章的理解，已經成為很重要的研究課題。而基於網路學習環境進行數位閱讀學習時，學習者常常需要進行自主學習，因此學習者個人的自律學習能力成為影響數位閱讀學習成效的關鍵因素。本研究旨在探討運用具自律學習機制的閱讀標註系統是否具有提升國中英語閱讀學習成效的效益，研究採用準實驗研究法，以桃園縣某國中七年級二班的學生，分成實驗組與控制組，實驗組與控制組分別以「具自律學習機制的閱讀標註系統學習」及「不具自律學習機制的閱讀標註系統學習」進行英語閱讀學習，經過實驗處理後，接受「閱讀測驗後測」，以比較兩組學生在閱讀學習成效上的差異性，輔之以問卷調查實驗組學生對課程活動的態度看法，並以訪談作質性資料分析。最後，根據研究結果提出具體建議，以提供未來研究與教師在運用具自律學習機制之數位閱讀標註系統融入閱讀教學時之參考。本研究得到的研究結論如下： 一、 實驗組學習者採用具自律學習機制之數位閱讀標註系統，其英語閱讀學習成效顯著優於採用不具自律學習機制之數位閱讀標註系統的控制組學習者。 二、 實驗組學習者採用具自律學習機制之數位閱讀標註系統，其閱讀標註能力顯著優於採用不具自律學習機制之數位閱讀標註系統的控制組學習者。 三、 實驗組學習者中不同自律能力學習者其閱讀學習成效具有顯著差異。 四、 實驗組學習者中不同自律能力學習者其閱讀標註能力具有顯著差異。 五、 實驗組學習者中閱讀學習成效與閱讀標註能力有顯著相關且自律能力與學習成效呈現正相關 關鍵字：自律學習、數位閱讀、閱讀標註、閱讀學習成效 / In the consideration of that digital reading has become a new trend of reading development; many studies were conducted to develop related reading systems or equipments to assist learners on learning of reading. Moreover, how to help students improve comprehension while reading English is an important topic for research. Based on the characteristics of digital reading in the e-learning environment, in which learners often need self-regulated learning, the ability of self-regulated learning has become a key factor that affects the learning effects of reading. The purpose of the present study was to investigate whether the application of reading annotation system with self-regulated learning could increase the learning effects of English reading for junior high school students. The present study adopted quasi-experimental design method and the subjects were two classes of seventh graders in a junior high school in Taoyuan County. There were divided into experimental group and control group to learn English through reading, and were instructed respectively with “reading annotation system learning with self-regulated learning” and “reading annotation system learning without self-regulated learning.” After the experiment, “reading post-test” was conducted to compare the learning effects of reading for these two groups of students. Students in the experimental group were also surveyed by questionnaires and interviewed for qualitative data analysis. Finally, the researcher made suggestions according to the research results as references for future studies and for teachers who want to apply reading annotation system with self-regulated learning to reading instruction. The results of the present study were as the following: 1. The learning effects of English reading for learners in the experimental group with self-regulated reading annotation system were significantly greater than those who were in the control group without self-regulated reading annotation system. 2. The ability of reading annotation of the learners in the experimental group with self-regulated reading annotation system were significantly greater than those who were in the control group without self-regulated reading annotation system. 3. There were significant differences among the learning effects of reading for learners in the experimental group with different ability of self-regulated learning. 4. There were significant differences among the ability of reading annotation for learners in the experimental group with different ability of self-regulated learning. 5. For the learners in the experimental group, the learning effects of reading were significantly related to the ability of reading annotation; the ability of self-regulated learning was positively correlated with learning effects. Keywords: self-regulated learning, digital reading, reading annotation, learning effects of reading

本研究發展一能夠預測學習者閱讀英語文章時之「個人化閱讀焦慮預測模型」，此預測模型係以資料探勘技術為基礎，透過資料探勘技術於個人閱讀歷程及標註行為中進行閱讀焦慮預測規則的建立，並將預測結果與判定規則回傳給教師，以提供教師掌握造成學習者閱讀焦慮之關鍵因素，並提供適當閱讀輔助策略，藉此減緩學習者閱讀焦慮程度，進而提升其閱讀學習成效。 為了驗證本研究所發展「個人化閱讀焦慮預測模型」的可用性，以及探討本研究所設計不同學習機制對閱讀焦慮減緩策略的有效性，本研究以準實驗法設計三種不同閱讀學習機制並分別實施於控制組、實驗組A與實驗組B，接著以臺北市立萬芳國中一年級學生作為實驗對象，進行本研究實驗資料的收集，以作為驗證「個人化閱讀焦慮預測模型」可用性的資料來源及三種學習機制間降低閱讀焦慮與提昇閱讀學習成效的有效性驗證資料。 研究結果發現，「個人化閱讀焦慮預測模型」能有效預測學習者閱讀焦慮程度，為一個可靠的閱讀焦慮程度判別工具。此外，本研究發現低焦慮學習者在閱讀標註互動上較高焦慮學習者使用頻率高，顯示高低焦慮程度學習者在閱讀標註互動行為上有較明顯的差異，而本研究在實驗組A所實施的合作式閱讀機制能有一定程度能降低中焦慮組學習者閱讀焦慮現象；在實驗組B所提供的線上教師閱讀輔助策略亦能有助於學習者閱讀焦慮減緩。除此之外，本研究所設計三種不同學習機制皆能有效提昇學習者閱讀學習成效，顯示本研究所發展合作式閱讀標註系統有助於提昇學習者閱讀學習成效。   最後，將研究結果進行整理同時輔以文獻驗證，並歸納研究者在研究過程中觀察發現，提出個人化閱讀焦慮預測模型修正、合作式閱讀標註學習社群與電子書閱讀輔助應用等未來研究議題的初步架構，供後續研究者參考以進行更深入的探討。 / To effectively reduce reading anxiety while reading English articles, this study employs C4.5 decision tree, which is a widely used data mining technique, to develop a Personalized Reading Anxiety Level Prediction Model (PRALPM) for learners based on individual learners’ reading annotation behavior on a digital reading annotation system. The proposed PRALPM can explore the key factors that cause reading anxiety based on the fired prediction rules determined by decision tree. Through understanding these key factors that cause reading anxiety, instructor can support appropriate reading strategies to reduce learner’s reading anxiety level and promote their reading performance. To assess whether the proposed PRALPM can effectively assist instructor to reduce reading anxiety, this study adopted the quasi-experimental method to compare the learning performances of three learning groups, which are respectively supported by a digital reading annotation system with different learning mechanisms for reducing reading learning. Among the three learning groups, the control group, experimental group A and experimental group B conducted the same English reading learning activity, but were respectively distributed a digital reading annotation system with individual annotation, cooperative annotation and cooperative annotation with instructor’s support based on the proposed PRALPM for reducing reading anxiety. The experiment were executed on Taipei Municipal Wan-fang High School 7-grade student, and collected experimental data for verified the model availability and the effectiveness of different learning mechanism in lower learner’s reading anxiety level. The results found that PRALPM can predict learner’s reading anxiety level efficacious, and it’s also a reliable tool for identify reading anxiety. In addition, the study found that low level anxiety learners has more reading interactive than high level learners, it also mean different anxiety level learners have Significant differences in reading interaction activities. And the Collaborative reading mechanism can help middle-anxiety-level learner reduce their anxiety efficacious in experimental group A. The online teacher reading assisted strategy can also help learners to slow their read anxiety in experimental group B. Furthermore, three type of learning mechanism all have the positive Effect to enhance learner’s reading performance, it shows that this collaborative reading annotation system can help learner Have better learning outcomes. At last, the study summarized the researchers observed and bring forward some future research issues such as PRALPM modify, cooperative learning community and the application of e-book reader-assisted subject.

本研究在合作式數位閱讀環境中發展了一套「知識標註學習系統」，可以支援多人同時針對一篇數位文本進行閱讀標註與互動討論，以提升讀者閱讀的深度與廣度。此外，本研究更進一步地以專家評估法設計「知識萃取機制」，用於判斷讀者閱讀標註的重要度。 「知識萃取機制」是基於讀者閱讀標註中所蘊含的閱讀理解策略與閱讀技巧，以及合作式閱讀社群中產生的標註共識，考量了「標註範圍長度」、「標註範圍詞性」、「標註範圍位置」、「標註策略類型」、「標註範圍共識」與「標註喜愛共識」等六項因素，以專家評估法制定的標註重要度模糊隸屬函數來評定各因素的重要度並量化為「標註因素分數」指標，最後將六項因素以模糊綜合評判進行推論，再將推論結果解模糊化而成為代表標註重要度的量化指標「標註分數」。基於「知識萃取機制」所計算代表標註重要度的「標註分數」，可作為讀者進行閱讀標註是否不佳的判斷，並據此提供標註技巧建議與優質標註內容推薦的「標註建議」，以幫助讀者提昇閱讀理解能力。 為了驗證「知識萃取機制」計算「標註分數」的有效性，以及探討未來改善「知識萃取機制」和可加入的考量因素與適性化設計的可能方向，本研究以單組後測設計規劃實驗，並以國立政治大學圖書資訊數位碩士在職專班19位學生作為實驗對象，進行一份數位學習論文的合作式閱讀標註學習，並於實驗後評估實驗對象閱讀文章之後的閱讀理解能力，作為評鑑「知識萃取機制」計算方式是否有效的指標。最後再以問卷蒐集實驗對象對於「知識萃取機制」的意見，歸納成為未來研究改善的參考依據。 研究結果發現，本研究所提出「知識萃取機制」中計算標註重要度的「標註分數」與實驗對象的閱讀理解能力呈現低度正相關，一定程度地證實了「知識萃取機制」計算方式的有效性。而「知識萃取機制」六項考量因素中，「標註範圍長度」與「標註喜愛共識」為分辨實驗對象閱讀理解能力的關鍵因素；「標註策略類型」與「標註範圍詞性」的標註重要度模糊隸屬函數有待修正；「標註範圍共識」與「標註範圍位置」為無效因素，但這可能是受到計算方式錯誤與閱讀文章類型的影響，未來仍有待進一步評估。在未來發展方面，系統操作標註行為頻率越高，實驗對象的閱讀理解能力也有較高的跡象，未來可以將其納入「知識萃取機制」作為考量因素之一；而閱讀理解能力較差的實驗對象，呈現出比較不願意回應「標註建議」與較常使用社群互動的現象。本研究歸納可能原因為實驗對象自身的閱讀素養不成熟，以至於無法判斷「標註建議」的正確性，而需要參考他人閱讀標註。 未來研究可針對本研究的實驗對象與閱讀標註資料進行更深入的分析，並且將改良後的「知識萃取機制」擴大至探討其他類型的數位文本閱讀標註與實驗對象。也可以搭配認知策略教學法建構閱讀教學鷹架，或是將「知識標註學習系統」用於支援數位典藏與數位圖書館閱讀學習，以激發更多不同領域的應用研究。 / Based on the concept of cooperative reading learning, the study presented a cooperative reading annotation system termed as "Knowledge-based Annotation Learning System (KALS)", which can support cooperative reading annotation while reading a common text-based digital material, to accumulate reading knowledge and to promote readers’ reading comprehension abilities. Through KALS, readers could freely increase annotation for any text words on a text-based digital material with HTML format. Readers can also share and discuss the contributed annotation with other readers via interaction interface in KALS. Furthermore, this study also developed an intelligent Knowledge Extraction Mechanism (KEM), which can mine the quality annotation knowledge and annotation skills based on a large amount of readers’ annotation archived on KALS, to further promote reading comprehension of readers via on-line recommending high quality annotation knowledge and good annotation skills to readers. KEM employed fuzzy synthetic decision approach to quantify each reader’s annotation as a numeric index termed as "Annotation Score" under simultaneously considering two annotation consensuses including anchor consensus and favorite consensus, and four annotation features including anchor length, part of speech of anchor word, anchor location and annotation strategy. In a manner, "Annotation Score" can represent the importance of reader's annotation. Thus, KEN uses "Annotation Score" to determine which annotation needs the suggestion of annotation skill tips, and which high-quality annotation can be recommended to readers. At the same time, readers are encouraged to reflect their annotation behavior based on the suggestion of annotation skill tips and high-quality annotation recommended by KEN, and are asked to respond the feedback from KEM. To evaluate the effectiveness of the proposed KALS with KEM, the study designed an experiment to collect readers' annotation behavior after readers read an assigned text-based digital material, and then assessed readers’ reading comprehension ability. Reading comprehension ability was used to verify the effectiveness of "Annotation Score" inferred by KEM and to explore the potential factors that can improve KEM. In the designed experiment, participants were 19 graduate students of E-learning Master Program of Library and Information Studies of National Chengchi University who took the course of Integrating Information Technology into Teaching. All participants were asked to read an academic paper related E-Learning issue based on the support of KALS with KEM during two weeks. Moreover, they had to finish a reading report and accept a test of reading comprehension after finishing reading learning activity. The report and test were served as the measurement of participants' reading comprehension. The experimental results show that there is a low positive correlation between "Annotation Score" and participants' reading comprehension score, thus confirming the effectiveness of the proposed KEM. Furthermore, KEM could be improved by adjusting the annotation importance calculation approach of part of speech anchor word and annotation strategy. This study also confirmed that the considered factors of KEM should eliminate two factors including anchor consensus and anchor location. Additionally, future study should consider adopting frequency of annotation behavior as considered factors of KEM. Moreover, the experimental results also show that participants with low level of reading comprehension ability have higher need of community interaction than participants with high level of reading comprehension ability while using KALS for reading learning, and they are difficult to confirm whether the recommending tips of annotation from KEM is correct or not. Obviously, exploring the difference of participants’ annotation behavior between different levels of reading comprehension abilities provides benefits to develop adaptive functionalities of KEM in the future.

英語字彙的知識和能力是學好英語的關鍵因素之一，同時亦是影響閱讀流暢度的主要原因。但英語字彙教學常受限於時間及語言學習環境的限制，致使學習成效有限。隨著資訊科技的進步，許多研究著手於發展科技輔助英語字彙學習系統來輔助學習者進行英語字彙學習，希望能將英語字彙學習擴展到課程之外的時間。過去閱讀標註系統已被成功應用在提升學生的閱讀及字彙能力，然而相關的研究大都以使用文字、圖片和影片單一標註功能為主，鮮少研究探討多媒體閱讀標註對於字彙學習的研究。此外，閱讀標註部份也以教師的標註輔助學習為主，未有透過學生合作標註輔以英語字彙學習的研究。鑒於多媒體標註功能對教學的助益，本研究探討以具多媒體標註功能的數位閱讀標註系統來輔助英語字彙學習，不同多媒體標註組合對於英語字彙學習的影響差異。 據此，本研究探討在英文閱讀文本上讓國小學童採用文字及聲音(學生錄音)、圖片及聲音(學生錄音)與文字、圖片及聲音(學生錄音)等三種不同多媒體閱讀標註輔以英語字彙學習，對於兒童英語字彙學習成效、英語學習動機、學習滿意度以及記憶保留的影響差異。此外，也進一步探討採用上述三種不同多媒體閱讀標註輔以英語字彙學習，對於不同認知風格、不同英語能力及不同性別學童的英語字彙學習成效、英語學習動機、學習滿意度，以及記憶保留的影響差異，希望能發展出最有助於兒童基於多媒體閱讀標註輔以英語字彙學習的有效閱讀標註輔助學習模式。 研究結果發現：（1）採用語音標註搭配文字及圖片標註的學童在英語字彙學習的成效上，顯著優於採用語音標註搭配圖片標註的學童，而採用語音標註搭配圖片標註的學童之成效又顯著優於採用與語音標註搭配文字標註的學童；（2）採用語音標註搭配文字及圖片標註以及採用語音標註搭配圖片標註的學童在英語字彙記憶保留的成效上顯著優於採用語音標註搭配文字標註的學童；（3）採用三種不同多媒體搭配進行合作式閱讀標註的學童，其英語學習動機除了使用語音標註搭配文字標註的學童在「動機強度」向度的表現顯著優於使用語音標註搭配圖片標註的學童外，其餘向度未達顯著差異；而學習滿意度均無顯著差異；（4）採用語音標註搭配文字及圖片標註的圖像型學童，在英語字彙學習成效顯著高於採用語音標註搭配文字標註的圖像型學童；（5）採用語音標註搭配文字及圖片標註進行英語字彙學習的圖像型學童之英語字彙學習保留成效，顯著優於採用語音標註搭配文字標註的圖像型學童；（6）採用語音標註搭配文字及圖片標註的高分組學童之英語字彙學習成效，顯著高於採用語音標註搭配文字標註以及採用語音標註搭配圖片標註的高分組學童；（7）採用語音標註搭配文字及圖片標註的高分組學童之英語字彙學習保留成效，顯著優於採用語音標註搭配文字標註的高分組學童；（8）學童採用語音標註搭配文字、語音標註搭配圖片標註、語音標註搭配文字及圖片標註三種模式進行合作式閱讀標註，其英語字彙學習成效與英語字彙記憶保留程度，以及英語學習動機與學習滿意度之間具顯著相關性。最後，本研究亦提出應用多媒體標註於英語教學以及未來研究方向上的建議。 / English vocabulary knowledge and capability are the key factors in well learning English as well as the major factor in reading fluency. Nonetheless, English vocabulary teaching is often restricted to time and language learning environments to further restrict the learning achievement. With the advance of information technology, a lot of research focuses on developing technology-assisted English vocabulary learning systems to help learners’ English vocabulary learning, expecting to expand English vocabulary learning to the time beyond lessons. Past reading annotation systems were successfully applied to enhance students’ reading and vocabulary capabilities. However, most relevant research stressed on single annotation function of text, picture, and video, but seldom on multimedia reading annotation towards vocabulary learning. Moreover, reading annotation also concentrated on teacher annotation-assist learning, but not on student cooperative annotation assisted English vocabulary learning. In consideration of the assistance of multimedia annotation in teaching, a digital reading annotation system with multimedia annotation functions is utilized for English vocabulary learning to discuss the effects of different multimedia annotation combination on English vocabulary learning. Accordingly, English vocabulary learning assisted with different multimedia reading annotation of text & voice (student recording), picture & voice (student recording), and text, picture & voice (student recording) in English reading texts for elementary pupils is investigated the effects on children’s English vocabulary learning achievement, English learning motivation, learning satisfaction, and memory retention. Furthermore, the above multimedia reading annotation assisted English vocabulary learning are also discussed the effects on English vocabulary learning achievement, English learning motivation, learning satisfaction, and memory retention of pupils with different cognitive styles, English capabilities, and genders, expecting to develop the most effective reading annotation assisted learning model based on multimedia reading annotation assisted English vocabulary learning. The research findings are summarized as below. (1) Pupils applying voice annotation with text & picture annotation significantly outperform the ones with voice annotation and picture annotation on English vocabulary learning achievement, while the ones with voice annotation with picture annotation remarkably outperform those voice annotation and text annotation. (2) Pupils applying voice annotation with text & picture annotation and the ones applying voice annotation with picture annotation notably outperform the others with voice annotation and text annotation on the achievement of English vocabulary memory retention. (3) Among pupils applying different multimedia with cooperative reading annotation, the ones with voice annotation and text annotation present significantly better performance than those with voice annotation and picture annotation on Motive Strength in English learning motivation, but not on the rest dimensions. Besides, the learning satisfaction does not appear remarkable difference. (4) Pictorial pupils applying voice annotation with text & picture annotation notably present higher English vocabulary learning achievement than those pictorial pupils with text annotation. (5) Pictorial pupils applying voice annotation with text & picture annotation significantly outperform the other pictorial pupils with voice annotation and text annotation on the achievement of English vocabulary learning retention. (6) High-score pupils applying voice annotation with text & picture annotation remarkably outperform the other high-score pupils applying voice annotation with text annotation and voice annotation with picture annotation on English vocabulary learning achievement. (7) High-score pupils applying voice annotation with text & picture annotation notably outperform the other high-score pupils with voice annotation and text annotation on the achievement of English vocabulary learning retention. (8) Pupils applying different cooperative reading annotation of voice annotation with text annotation, voice annotation with picture annotation, and voice annotation with text & picture annotation show significant correlations between English vocabulary learning achievement and English vocabulary memory retention as well as English learning motivation and learning satisfaction. Finally, suggestions for applying multimedia annotation to English teaching and for future research directions are also proposed in this study.

背景: 生醫文獻語意角色標註（Semantic Role Labeling, SRL）是一種自然語言處理的技術，其可用來將描述生物過程的語句以predicate-argument structures ( PASs ) 表示。SRL 經常受限於arguments的unbalance problem而且需要花費許多的時間和記憶體空間在學習 arguments 之間的相依性。 方法: 我們提出一Markov Logic Network ( MLN ) -based SRL之系統，且此系統使用自動化生成之SRL 模板同時辨識constituents與候選之語意角色。 結果及結論: 我們的方法在BioProp語料上來評估。實驗結果顯示我們的方法勝過目前最先進的系統。此外，使用SRL模板後，在時間及記憶體之花費上亦大幅的減少，而且我們自動化生成之模板亦能幫助建立這些模板。我們認為本論文提出之方法可以透過增加新的SRL模板例如：由生物學家手動寫的模板，而得到進一步的提升，而且本方法也為於需要處理大量SRL 語料時，提供一種可能的解法。 / Background: Biomedical semantic role labeling ( SRL ) is a natural language processing technique that expresses the sentences that describe biological processes as predicate-argument structures ( PASs ) . SRL usually suffers from the unbalanced problem of arguments and consuming time and memory on learning the dependencies between the arguments. Method: We constructed a Markov Logic Network ( MLN ) -based SRL system, and the system uses SRL patterns, which utilizes automatically generated approaches, to simultaneously recognize the constituents and candidates of semantic roles. Results and conclusions: Our method is evaluated on the BioProp corpus. The experimental result shows that our method outperforms the state-of-the-art system. Furthermore, after applying SRL patterns, the costs of the time and memory are greatly reduced, and our automatically generated patterns are helpful in the development of these patterns. We consider that our method can be further improved by adding new SRL patterns such as biological experts manually written patterns and it also provide a possible solution to process large SRL corpus.

本研究旨在探討運用合作式數位閱讀標註系統輔助文言文閱讀學習，是否有助於提昇高中生文言文閱讀理解成效與文言文學習動機；以及瞭解在合作式數位閱讀標註系統輔助文言文學習模式下，不同標註能力之高中生的文言文閱讀理解成效差異；以及閱讀標註行為與閱讀理解成效之間是否具有相關性。研究結果歸納如下： 一、採用合作式數位閱讀標註學習系統或者傳統紙本閱讀標註進行文言文閱讀學習，具有相同的學習成效。 二、合作式數位閱讀標註系統對於提昇實驗組學習者不同認知層次的閱讀理解上，優於對照組學習者採用的傳統紙本閱讀標註。 三、運用合作式數位閱讀標註系統進行文言文閱讀學習，在提昇整體文言文閱讀動機、文言文閱讀社會，以及降低文言文閱讀逃避上，顯著優於傳統紙本閱讀標註學習。 四、採用合作式數位閱讀標註系統進行文言文閱讀學習，可以顯著提昇學習者的文言文閱讀效能、文言文閱讀投入與文言文閱讀社會。 五、實驗組不同標註能力學習者的文言文閱讀理解成效並不具顯著差異。 六、實驗組學習者的閱讀標註行為與文言文閱讀理解成效不具有顯著相關。 七、多數文言文學習者使用最頻繁的是釋譯類型的標註，也認為釋譯類型標註最有助於提昇文言文的文意理解。 八、高中生學習抒情類文言文時需要較多元的閱讀策略。 九、文言文閱讀動機高組學生與標註能力最高者對於合作式數位閱讀標註系統的接受度比較高。 最後依據研究結果提出具體建議，供學校國文教師進行文言文教學與未來研究方向之參考。 關鍵字：閱讀標註、國文教學、文言文、閱讀理解、閱讀動機 / Abstract This study aims at exploring if the utilization of Knowledge-based Annotation Learning System in assisting the reading comprehension of Literary Chinese can upgrade the achievements of Literary Chinese reading comprehension as well as Literary Chinese learning motiviation of senior high school students. Under the mode of Knowledge-based Annotation Learning System assisting Literary Chinese learning, the achievement difference of Literary Chinese reading comprehension for senior high school students with different annotation abilities as well as if there is any correlation between the annotation behavior in reading and the achivements of reading comprehension were also explored. The results of the study are listed as below: 1.Adopting Knowledge-based Annotation Learning System or tradtional paper-based reading annotation results in the same achievements in Literary Chinese reading comprehension. 2.In the respect of upgrading the reading comprehension of different cognition levels, the learners in experimental group who utilize Knowledge-based Annotation Learning System have achieved better results than those in the control group who adopt traditional paper-based reading annotation. 3.Utilizing Knowledge-based Annotation Learning System in Literary Chinese reading comprehension shows significant advantages than traditional paper-based reading annotation in the respects of upgrading overall Literary Chinese Reading Motivation, Literary Chinese Reading Society and reduction of Literary Chinese Reading Work Avoidance. 4.Adoption of Knowledge-based Annotation Learning System in Literary Chinese reading comprehension can significantly upgrade the Reading Efficacy, Reading Involvement and Reading Society of Literary Chinese. 5.Learners with different Annotation Abilities in the experimental group have no significant difference in the achivements of Literary Chinese reading comprehension. 6.There are no significant relationships between the annotation behavior in reading and the achievements of reading comprehension for learners in the experimental group. 7.For most Literary Chinese learners, the most frequently used type of annotation is Interpretation Type. They also deem that it is most helpful to upgrading the comprehension of the Literary Chinese. 8.Senior high school students need multiple reading strategites in learning lyric Literary Chinese. 9.The learners with high motivation in reading Literary Chinese and high Annotation Ability are more acceptable to the Knowledge-based Annotation Learning System. Finally, suggestions were put forward as references for Literary Chinese teaching and future researches. Keywords: Reading annotation, Chinese teaching, Literary Chinese, Reading comprehension, Reading motivation

過去研究指出因為欠缺基礎數位素養，敏銳度不足造成國內學生面對大量網路訊息時，降低了過濾資訊的能力，因此建立起資訊篩選與評估的機制，培養數位閱讀能力與資訊素養，成為近幾年來熱門的議題。本研究以「閱讀知識合作標註學習系統」結合網路探究式學習，發展「合作式標註工具輔助網路探究式學習模式」，期望能創新資訊素養教學，為學生找到有效提升資訊尋求能力的新方法。 研究採用準實驗研究法，以新北市某國小五年級兩班共50名學生為研究對象，進行「網路資訊評估與判斷」的主題合作探究學習，其中一班25名學生被隨機分派到採用「合作式標註工具輔助網路探究式學習模式」為實驗組，另一班25名學生被隨機分派到採用「討論版工具輔助網路探究式學習模式」為控制組，以先備知識及認知風格作為背景變項，探討兩種不同學習模式的學生在學習成效、認知負荷、科技接受度與學習滿意度的影響與差異。 研究結果發現，相較於「討論版工具輔助網路探究式學習模式」，採用「合作式標註工具輔助網路探究式學習模式」對於中、低先備知識者以及場地獨立型風格學生的學習成效有很大助益；不論是採用哪一種學習模式的學習者在學習中，並不會產生過大的認知負荷；而在評估科技接受度以及學習滿意度上，低先備知識的學生認為採用「合作式標註工具」比採用「討論版工具」輔助網路探究式學習的幫助更大，同時在學習滿意度也更為顯著。 最後基於研究結果，提出發揮工具的優勢發展系列推廣課程，以及延伸應用批判性思考學習對教師進行教學的建議，以及未來可深入長時間發展、探究式學習的互動歷程行為、學習遷移等相關探討與研究，希望能作為資訊素養教育推廣下，研究領域探討議題的新方向。 / The past studies have suggested that the lack of basic digital literacy and acuteness has reduced Taiwanese students’ ability to filter information when facing a vast amount of Internet information. As a result, establishing a mechanism for selecting and assessing information, as well as cultivating digital reading ability and information literacy have been the hot topics in recent years. By combing the Reading Knowledge Collaborative Annotation Tool (CAT) with the Web-based inquiry-based learning, this study has developed the “Web-based Inquiry-based Learning Model with the Collaborative Annotation Tool,” hoping to innovate the information literacy instruction and find new ways to effectively improve students’ information search capabilities. In this study, a quasi-experimental study method was adopted, and 50 fifth-graders from two classes in a certain elementary school in New Taipei City were selected as the research subjects to conduct the collaborative inquiry-based learning on the theme of “Internet Information Assessment and Judgment.” Among them, 25 students from one class were randomly assigned to the experimental group of adopting the “Web-based Inquiry-based Learning Model with the Collaborative Annotation Tool,” while 25 students from another class were randomly assigned to the control group of adopting the “Web-based Inquiry-based Learning Model with the Discussion Board Tool.” With prior knowledge and cognitive style as background variables, the influences and differences in students’ learning effectiveness, cognitive load, technology acceptance, and learning satisfaction in two different learning models were thoroughly explored. The research results found that compared to the “Web-based Inquiry-based Learning Model with the Discussion Board Tool,” the “Web-based Inquiry-based Learning Model with the Collaborative Annotation Tool” showed much higher benefits in the learning effectiveness for students with middle and low prior knowledge and with field independence. Both of these two models produce would not produce excessive cognitive load on students during the learning process. As for the assessments on technology acceptance and learning satisfaction, students with low prior knowledge considered that the Web-based Inquiry-based Learning Model with the Collaborative Annotation Tool was more helpful for them than the one with the Discussion Board Tool, and they also showed a higher significant level of learning satisfaction. Lastly, based on the research results, this study suggests that the advantages of the tool can be used to further develop a series of promotion courses, and the use of critical thinking learning can be extended to the teaching for teachers. Also, this study suggests that the long-term in-depth explorations of the interactive course behavior of inquiry-based learning, transfer of learning, and other relevant studies can be conducted in the future, hoping to provide as new directions of topics for the research field when promoting information literacy instruction.

在傳統的人文研究中，人文學者大多以如古籍珍善本、歷史文獻等紙本出版形式之文本為主要研究文本型式，但是隨著資訊社會的來臨，許多研究機構陸續將這些紙本資料進行數位化並建置數位典藏資料庫，對人文研究環境與知識取得管道帶來巨大的改變，基於數位閱讀之文本研究型式也成為必然的發展趨勢。 因此，本研究發展支援數位人文研究之「文本自動標註系統」，藉由Linked Data的概念匯集來自不同資料庫的資源，並加以整合後，替文本進行自動註解，讓使用者在解讀文本時能夠即時參照其他資料庫的資源，並提供友善的具文本標註之閱讀介面，以利於人文學者透過閱讀進行資料的解讀。本研究以實驗研究法比較本研究所發展之「文本自動標註系統」與「MARKUS文本半自動標註系統」在支援人文學者進行文本資料解讀之閱讀成效與科技接受度是否具有顯著差異，並輔以半結構式深度訪談了解人文學者對於本研究發展之「文本自動標註系統」的看法及感受，也進一步分析「文本自動標註系統」閱讀成效、科技接受度及使用者行為歷程之間是否具有關聯性。 實驗結果發現，採用本研究發展之文本自動標註系統的閱讀成效高於MARKUS文本半自動標註系統，但未達顯著差異；而科技接受度分析結果則顯示文本自動標註系統之科技接受度顯著優於MARKUS文本半自動標註系統。另外，從訪談結果歸納得知，文本自動標註系統閱讀介面簡潔明瞭，比MARKUS文本半自動標註系統更適合閱讀，而閱讀介面是否易於使用與是否有用，是影響人文學者能否接受採用系統輔助數位人文研究的重要因素。此外，在兩個系統類似功能比較分析後也發現，文本自動標註系統在查詢詞彙功能、連結到來源網站功能及新增標註功能都比MARKUS文本半自動標註系統更為直覺易用。另外人文學者普遍認為斷句功能比自動斷詞功能更重要，鏈結來源資料庫則以萌典最有幫助。最後，採用文本自動標註系統之閱讀成效與使用者行為歷程之間無顯著關聯性。 / In traditional humanities research, most humanities scholars studied text-type paper-based publishing texts, such as rare ancient books and historical literature. However, many research institutes, in the information society, gradually digitalized such paper-based data and established digital archives database to result in great changes in humanities research environment and knowledge acquisition channels. The research pattern with digital reading based texts became the essential development trend. For this reason, an “automatic text annotation system” for supporting digital humanities research is developed in this study. Resources from distinct database are gathered through Linked Data and integrated for the automatic annotation of texts. It allows users immediately referring to resources from other database when interpreting texts and provides friendly reading interface with text annotation for humanities scholars interpreting data through reading. With experimental research, the “automatic text annotation system” developed in this study is compared with “MARKUS semi-automatic text annotation system” for supporting humanities scholars interpreting text data to discussed the difference in reading achievement and technology acceptance. Semi-structured in-depth interviews are also proceeded to understand humanities scholars’ opinions and perception about the “automatic text annotation system” developed in this study as well as to analyze the correlations among reading achievement, technology acceptance, and user behavior course of the “automatic text annotation system”. The experimental findings show that the reading achievement with the automatic text annotation system developed in this study is higher than that with MARKUS semi-automatic text annotation system, but not achieving the significance. The technology acceptance analysis reveals remarkably better technology acceptance of the automatic text annotation system than MARKUS semi-automatic text annotation system. According to the interviews, the reading interface of the automatic text annotation system is simple and clear that it is more suitable for reading than MARKUS semi-automatic text annotation system. The ease of use and usefulness of reading interface is a key factor in humanities scholars accepting the system for the digital humanities research. In regard to the comparison of similar functions between two systems, the functions of vocabulary enquiry, linking to source web sites, and annotation appending of the automatic text annotation system are more intuitive and easy to use than those of MARKUS semi-automatic text annotation system. What is more, humanities scholars emphasize more on the sentence segmentation function than the automatic word segmentation function, and the linked source database, Moedict, appears the best assistance. Finally, there is no significant correlation between reading achievement and user behavior course with the automatic text annotation system.