The Effects of Sharing Note on English Reading Comprehension and Reading Anxiety

• Main Authors: Chien, Lu-Chia, 簡璐嘉
• Other Authors: Chen, Chih-Ming
• Format: Others
• Language: en_US
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/db94w4

碩士 === 國立政治大學 === 圖書資訊學數位碩士在職專班 === 107 === This study investigated the effects of sharing SOAR method study note, which were proposed by kiewra (2005), on English reading comprehension and English reading anxiety for EFL Grade 8 students. Thirty-nine students participated in SOAR method note making after reading English material online. They were separated into a control group (N=22), which were not allowed to share or read their peers’ note after making their note, and an experimental group (N=17), which were permitted to read their peers’ note and revise their own note after the note-making activity. The results indicate that students in the experimental group who shared the note outperformed those in the control group who did not share their note. Also, students with field-independent cognitive style or with low prior knowledge who shared the note with their peers made more progress than those with field-independent cognitive style or with low prior knowledge who did not share the note with their peers. In addition, students with field-independent cognitive style who shared the note with their peers had lower anxiety than those with field-independent cognitive style who did not share any notes. Limitations and instructional suggestions were also discussed in the final conclusion.