2020-08-012024-05-17https://scholars.lib.ntu.edu.tw/handle/123456789/677825大學英文的課堂面臨來自多種不同成長環境與學習背景的學生，每位學生英語聽說讀寫的程度各有差異，也有不同的學習動機與需求，傳統演講式教學很難滿足每位修課學生的學習需求。因此本研究計畫旨在後設認知策略的教學架構下，規劃實施小組閱讀的英語文教學活動。並藉由此小組閱讀的活動設計，提供英語學習鷹架，分配學生不同的學習任務，結合閱讀文章、英文寫作、小組討論、和上台口頭報告之聽說讀寫的四種技能整合性運用與練習。本研究於「英文(附二小時英聽)」課程上下兩學期實施，每學期各規劃五次小組閱讀教學活動。採用多元及形成式評量，評量工具包含學生英語學習背景問卷、英語能力測驗(前、後測)、課程測驗、期末英語學習問卷，另外也設計了小組閱讀評量表以供學生定期自我反思評量以及同儕互評。研究結果發現，學生於期末能力測驗成績皆有進步，其聽力、口說、寫作之進步尤為顯著。這些學生對小組閱讀教學活動的認知皆符合原先活動設計的目標，他們對於小組閱讀活動也大多持有正面的看法。因此小組閱讀的活動不但提供學生於大一英文課堂內整合性運用其英語技能，也協助他們自主調適學習與提升英語學習成效。本研究對於大學英文課程教學提供相關教學檢討與建議。 Students who take the college English courses come from various learning backgrounds. These students, having different English listening, speaking, reading, and writing skills, possess different learning motivations and needs. Traditional classroom teaching by lectures cannot meet the learning needs of every student. Therefore, under the framework of metacognitive strategies instruction, this research project aimed to design and implement reading circles (RC) activities that can provide students with integrated use of English listening, speaking, reading, and writing skills and communication practice. Through role allocation, these RC activities combined reading and writing before class with group discussion and oral presentations in class and encouraged students to learn cooperatively and hone their oral communication skills. Then, five RC activities were planned and implemented in Freshman English (with 2-hour Aural Training) for each semester. The project adopted multiple formative assessments. The tools used to assess students’ learning effects included English listening and reading proficiency tests, course exams, English learning background questionnaire, and final English learning questionnaires. In addition, this project designed an RC evaluation scale for students’ regular self-assessment and peer assessment. The project found that the participating students had made significant improvements in the English listening, speaking, and writing post-tests. They also held positive attitudes towards the RC activities. Therefore, the RC activities had not only increased the students’ integrated use of English four skills, but they also helped their self-regulated learning and effectiveness in English learning. The project finally provided teaching reflections and instructional suggestions for college English courses.