廣泛閱讀結合不同寫作模式對大學生英語寫作流利度和準確性之影響

The Effectiveness of Extensive Reading with Different Modes of Journal Writing on EFL University Students’Writing Fluency and Accuracy

本研究採用準實驗研究設計，探討15週廣泛閱讀結合不同寫作模式對大學生英語寫作流利度和準確性之影響。本研究對象為111名英語程度相當之參與者，分配到三個實驗組和一個對照組，實驗組在為期15週研究，閱讀自選英文書籍和寫日記，第一組實驗組參與廣泛閱讀加中文日記寫作；第二組實驗組參與廣泛閱讀加英文日記寫作；第三組參與廣泛閱讀、寫英文日記及和教師糾正反饋。而對照組則參加一般英語課程。研究工具包括TOEIC英語測試、寫作前測和後測。學生的寫作流利度和準確性由兩位以英語為母語的教師進行評估，並由SPSS重複測量的ANOVA分析，評估參與者在實驗前後的寫作流利度和準確性。研究結果發現，無論有無教師糾正回饋，廣泛閱讀結合英語日記寫作都顯著提高學生寫作流暢度。對寫作流暢度的影響明顯優於一般英語課程和廣泛閱讀結合中文日記寫作。在寫作準確性方面，雖然三個實驗組後測都比前測顯著提高，但廣泛閱讀結合英文日記寫作與教師糾正回饋比一般英語課程、廣泛閱讀結合英文或中文日記寫作更能顯著提升寫作準確度。研究發現對語言輸入、輸出和技能習得相關理論應用，及廣泛閱讀課程設計結合不同寫作模式及回饋，對提升學習者寫作學習成效有重要實證貢獻及教學啟示。

This study, adopting a quasi-experimental research design, investigated the relative effectiveness of a 15-week extensive reading plus different modes of journal writing on EFL university students’writing fluency and accuracy. One hundred and eleven participants, with similar initial TOEIC English proficiency levels, were assigned to three experimental groups and one control group. One experimental group participated in an extensive reading plus Chinese journal writing program. The second group was involved in an extensive reading plus English journal writing program. The third group did extensive reading plus English journal writing and teacher corrective feedback while the control group received regular English class instruction. The instruments included a TOEIC English proficiency test, a writing pretest, and a posttest. Students’writing fluency and accuracy were evaluated by two native speakers of English. Data were analyzed by ANOVA with repeated measures to assess the participants’writing fluency and accuracy before and after the intervention. Results showed that extensive reading plus English journal writing with or without corrective feedback significantly enhanced posttest writing fluency from the pretest. Both programs yielded a significantly better effect on posttest writing fluency than the regular class and extensive reading plus Chinese journal writing. For writing accuracy, while all three interventional programs significantly improved posttest writing accuracy from the pretest, extensive reading plus English journal writing with corrective feedback was more effective than the regular class and extensive reading plus English or Chinese journal writing. The results offered empirical support for the application of relevant theoretical frameworks, including input, output, and skill acquisition theories. The research held valuable implications for future extensive reading curriculum design incorporating diverse journal writing modes and teacher feedback to enhance students’writing performance.