探討圖像組織圖如何影響不同程度臺灣英語學習者的閱讀策略與學習認知

Abstract

本研究旨在探討台灣高中英語課本中「填充式圖像組織圖」（filled-in graphic organizers, FGOs）融入閱讀教學，對學生後設認知閱讀策略的影響。研究目的包括：探究FGO教學是否能有效提升學生後設認知閱讀策略使用表現，分析不同成就學生在閱讀策略運用上的差異，以及了解學生對使用FGO的學習經驗與看法。為達研究目的，本研究採用混合方法和準實驗設計。研究對象為南台灣某所高中兩個班級共計59位學生，其中一班（28人）為實驗組，另一班（31人）為控制組。分組依據為各班對FGO教學的既有經驗，熟悉程度較高者作為實驗組，另一班無使用FGO學習經驗則作為對照組。實驗組接受為期四週的FGO融入式閱讀教學，控制組則延續原授課教師的英文課程。研究工具為改編自Mokhtari與Reichard（2002）之後設認知閱讀策略量表（MARSI），並翻譯為中文版本以利學生填答與理解。前後測結果顯示，實驗組在全域閱讀策略、問題解決與支持策略三面向皆有顯著進步，而控制組僅在支持策略方面呈現些微成長。此外，實驗組學生依據授課教師對其學業表現、課堂參與及學習動機的整體觀察，進一步區分為高成就與低成就組。研究結果指出，高成就學生展現出更廣泛且更頻繁使用後設認知策略的傾向，尤其擅長運用如推論與理解監控等高層次策略；相對地，低成就學生則較常依賴如重讀與查字典等自下而上的支持策略。學生個別訪談進一步支持量化結果，顯示多數學生肯定FGO對閱讀理解、概念整理與考試準備的幫助，但也提出使用上的困難，如詞彙量不足、時間不夠及找出重點困難等實際挑戰。整體而言，研究結果顯示FGO融入閱讀教學具有提升後設認知策略的潛力，但其效果仍仰賴良好的任務設計與教學支援以滿足多元學習者的需求。本研究結果可作為英語教師設計閱讀融入課本FGO之參考，亦有助於促進學生在閱讀歷程中建立主動、靈活的學習策略意識。This study investigated the instructional potential of filled-in graphic organizers (FGOs) in enhancing Taiwanese senior high school students’ metacognitive reading strategies. Specifically, it aimed to improve students’ use of metacognitive strategies, explore differences across proficiency levels, and understand students’ perceptions of FGOs. A mixed-methods, quasi-experimental design was employed.Fifty-nine students from two intact classes participated in this research, with 28 in the experimental group and 31 in the control group. Group assignment was based on the class's prior exposure to FGO-based instruction: the class with more familiarity was designated as the experimental group, while the other served as the control group. The former received FGO-based instruction over four weeks, while the latter continued regular English instruction. A pretest and posttest, adapted and translated from the Metacognitive Awareness of Reading Strategies Inventory (MARSI; Mokhtari & Reichard, 2002), were used to assess their strategy use. Quantitative results showed that the experimental group significantly improved across all three types of metacognitive strategies—global, problem-solving, and support—whereas the control group showed a modest improvement only in support strategies.Within the experimental group, the students were further grouped by proficiency based on the teacher’s overall judgment, which considered not only academic performance but also learners' motivation and class engagement. The high-proficiency learners demonstrated broader and more frequent use of metacognitive strategies, especially cognitively demanding ones like inferencing and monitoring comprehension. The low-proficiency learners tended to rely on bottom-up strategies, such as re-reading and using reference aids. Qualitative data reinforced these findings. Students across proficiency levels valued FGOs for improving comprehension, organizing ideas, and aiding test preparation. However, challenges were also reported, including vocabulary limitations, time constraints, and difficulties identifying key ideas. These insights suggest that while FGO-based instruction can support metacognitive development, teachers are encouraged to adopt task designs that align with learners’ proficiency levels and provide appropriate scaffolding to maximize the benefits of FGO-based instruction.