臺灣大學生閱讀學術英文後設認知變化之個案研究：以被動閱讀英文教科書者為例

A Case Study on a Passive Taiwanese University Student's Metacognition Changes in the Process of English Academic Reading

因應國際化的浪潮，臺灣越來越多的大學課程採用英文教材，也帶動學術英語閱讀研究。對閱讀原文書抱持被動態度，遇到閱讀困難時，就找藉口停止閱讀，而不思索解決方法的大學生大有人在。然而，學習是一個自我調節的過程，目前尚未有學者以這個族群做為長期研究的對象。因此，本研究探討這類型學生對本身閱讀英文教科書策略之覺察歷程與調節過程。一名自認對閱讀原文書抱持被動態度的大學生表達參與本研究的意願。為了深入理解該生對學術英語閱讀的看法和閱讀行為是否隨著時間的推移而改變，本人以後設認知理論為基礎，採用案例研究方法，在一整個學年中，透過紙本問卷，後續訪談，現場觀察和文件收集詳實記錄他對英語學術閱讀的所知所感和實際閱讀行為。蒐集的數據和語料再通過開放式編碼進行分析，以建構具有意義的主題，同時將偵測到的改變做系統化詮釋。研究結果顯示學術英語閱讀具變異性，透過持續對話，觀察和省思，該生的閱讀態度及行為改被動為積極。本研究除了採用獨特的研究方法，也提供具體的教學建議。

Interest in exploring English-as-a-Foreign-Language (EFL) learners' English academic reading has been growing due to increased use of course materials printed in English in Taiwan. In higher education settings, there are numerous passive students who use excuses to discontinue reading their English textbooks when they encounter reading difficulties. However, learning to read is a self-regulated process. To date, longitudinal research targeting this student population is scant. Therefore, this study aimed to explore what a passive EFL undergraduate student's story of reading English academic materials suggests about an EFL learner's metacognition changes of English reading for academic purposes over time. The researcher adopted the notion of metacognition as the core framework and employed a case study method, involving a university student who initially considered himself a passive reader of academic English materials, for an entire school year. The data were gathered via questionnaires, follow-up interviews, on-site observations and textual documents. The collected data were then conducted through open coding to document emergent themes and construct meaningful categories. The research findings indicate the dynamics of EFL reading for academic purposes. Based on the results, research implications and pedagogical suggestions are provided.