| Summary: | 碩士 === 國立臺灣科技大學 === 數位學習與教育研究所 === 101 === The purpose of this study was to investigate the effects of different types of online book-reviews community for the students' reading motivation and reading comprehension. 49 students enrolled in the Chinese course from a vocational high school, and they were divided into general group and video group. Both quantitative and qualitative methods were applied for data analysis. The quantitative methods were used to evaluate the reliability of the reading motivation questionnaires and reading comprehension exam, while the content analysis was used to analyze the effects of various feedback types that students received from peers.
The results indicated that reading motivation and reading comprehension of both group significantly improved after making book reviews. It was noted that “intrinsic motivation" and "reflection and evaluation" of video group were better the general group. On the other hand, the general group tended to give more cognitive feedback, and video group tended to give more affective feedback. Furthermore, students received affective feedback might increase their reading “Recognition”, but it might decrease “intrinsic motivation.” And students received cognitive feedback might increase their “Curiosity” and “Challenge”. However, students received too much corrective feedback might decrease their “Recognition”. In addition, students’ affective feedback and cognitive feedback were not significantly correlated with reading comprehension. Finally, implications and suggestions were both provided for teaching and future research.
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