Predicting and Reading Together: the Role of Collaborative Learning in Facilitating Reading Comprehension

Abstract

The quasi-experimental study explored the effects of collaborative reading during prediction-confirmation reading cycles in an EFL classroom through quantitative and qualitative analysis. The quantitative investigation was undertaken to compare the efficacy of the prediction-confirmation instructional approach when applied to individualistic vs. collaborative learning contexts. The data indicated the instructions were more facilitative to reading comprehension and retention in collaborative learning than in individualistic learning contexts. On the other hand, the qualitative analysis utilized interactive dialogues and semi-structured interviews of three selected focus groups in an attempt to understand how peer-mediated learning occurred. The qualitative data revealed that three modes of regulation—self-regulation, co-regulation, and shared-regulation—emerged as a basis of successful collaborative learning. Another finding was that co-regulation served as resource to resolve lower-level language-related problems, whereas shared-regulation manifested in higher-level skills of reading.

摘要

本混合方法研究旨在探討透過預測及驗證閱讀策略教學融入小組合作閱讀, 對於英語為外語學習者閱讀理解能力之影響。研究目的有二: 其一為透過量化分析比較「預測-驗證」閱讀策略教學法分別融入於傳統教師主導教學及小組合作閱讀兩種學習模式之成效。其二為透過小組課堂討論、課後小組訪談等質性研究方法探究同儕中介教學(peer-mediated learning)如何作為學習者之閱讀理解資源。研究對象來自兩個班級的護理專科生, 採「故事體」及「說明文」兩種文體為核心設計閱讀教材。研究結果發現: (1)「預測-驗證」閱讀策略教學法若融合小組合作閱讀, 其成效優於此教學法應用於傳統教師講授之課堂;(2)當有效益的小組合作閱讀仰賴同儕互動作為學習媒介時, 需充分展示三種調節學習模式: 自我調節 (self-regulation), 合作調節 (co-regulation) 以及社會共同調節 (shared-regulation)。本研究進一步發現, 學習者在小組討論過程, 合作調節(co-regulation) 主要呈現在討論低層次語言問題, 而社會共同調節(shared-regulation)則顯示在討論高層次閱讀理解問題。基於上述結論,本文也提出相關教學建議。