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研究生： 柯素芬
Sue-Fen Ke
論文名稱： 探究批判識能與多模態融入問題導向之英語為外語寫作課程
Integrating Critical Literacy and Multimodality into a Problem-Based EFL Writing Course
指導教授： 駱藝瑄
Yi-Hsuan Lo
口試委員: 招靜琪
Chi-Chi Chao
楊智琄
Chi-Chuan Yang
學位類別： 碩士
Master
系所名稱： 人文社會學院 - 應用外語系
Department of Applied Foreign Languages
論文出版年： 2023
畢業學年度： 111
語文別： 英文
論文頁數： 198
中文關鍵詞： 英語為外語寫作 、批判識能 、多模態 、問題導向學習
外文關鍵詞： EFL writing, critical literacy, multimodality, problem-based learning
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    • 摘要
    此項研究的目的是著眼於學生的反饋，探究將批判識能和多模態及問題導向學習融入英語為外語寫作課程的可能性。課程計畫的目標是完成電子書和宣傳短片。以批判識能的四項要素，分別為突破普通思維，探 究多重觀點，關注社會政治問題，和採取行動提升社會公正，設計架構成品的內容；多模態解讀收集的各種型態資料並呈現作品成果；同時，問題導向學習的方法提供機會和情境，讓學生討論並從多元觀點探討解決問題，以建構成品內容所需的知識和訊息。本研究總共有31位大學生分組參與，於台灣某大學進行，主要的研究資料是學生的期末問卷和反饋報告書，並與各階段計劃書和成品的草稿做比對。研究結果發現，此項整合性的寫作課程對英語為外語寫作教學是有效的並且具建設性，並獲得大部分參與研究的學生所認同。而且，此項批判性的、合作性的和創造性的寫作課程促進學生的寫作技能和個人成長與醒覺，連同習得其他的技巧。綜上，此項研究提供英語為外語寫作課程別具意義的洞見。

    Abstract
    This study aimed at exploring the possibility of incorporating critical literacy, multimodality, and problem-based learning into an EFL writing curriculum, especially focusing on the analysis of participants’ feedback. The purpose of the writing project was to accomplish an eBook and a trailer to promote the eBook. The four elements of critical literacy: “(1) disrupting the commonplace, (2) interrogating multiple viewpoints, (3) focusing on sociopolitical issues, and (4) taking action and promoting social justice” (Lewison et al., 2002, p. 382), were translated into the project design for developing the content of the final product with multimodality to decode materials and represent the content of the final products in a problem-based approach, which provided occasions and opportunities to strengthen discussion and diversify viewpoints for solving problems in the process of establishing knowledge and information for the content. Thirty-one undergraduates joined the study at a university in Taiwan. Mainly, students’ final surveys and final reflection papers were collected as research data and analyzed when related drafts were triangulated. The findings revealed that the integrated writing project proved effective and constructive in teaching EFL writing with the students’ acceptance in tremendous majority. Furthermore, the critical, collaborative, and creative project of writing contributed to the improvement of EFL learners’ writing skills and personal growth and awareness as well as other related skills. As a result, the study offered meaningful insights into the design of an EFL writing curriculum.

    Table of Contents Chapter One Introduction…………………………………..………………….……1 Background of the Study ……………………………………………………......1 Statement of the Problem………………………………………………………..4 Purpose of the Study……………………………………………………………..6 Definition of Key Terms………………………………………………………….7 Significance of the Study……………………………………...…………………9 Chapter Two Literature Review……………………………………...……..……...12 Developing the Definition of Critical Literacy………………..……………….12 Critical literacy in Writing in English-Speaking Context……..……...............14 Critical Literacy in the Context of EFL Writing……………………..………..16 Linking Multimodality to Critical Literacy in Problem-Based EFL Writing…………………………………………………….………………...….18 Summary……………………………………………………….…………...…..20 Chapter Three Methodology…………………………………..………………..….23 Study Context and Overview……………………….……………....………….23 Participants……………………………………………….…………...………..25 Curriculum and Scaffolding……………………………………..………..…...26 Instruments……………………………………………………….………...…..30 Data Collection………………………………………………….………....……32 Data Analysis…………………………………………………….……….……..35 Chapter Four Findings…………………………………………..…………….……38 A Writing Process of Critical Literacy with Multimodality in PBL…….…..38 The Perceived Impact on EFL Learners and their Writing……….….…..…55 Learners’ Experiences in EFL Writing ………………………..……………..63 Chapter Five Discussion………………………………………………………...….72 Summary of the Findings………………………………….…………………..72 Discussion Pertaining to the Research Questions………….………….……..74 Chapter Six Conclusion…………………………………………….……………….80 Conclusion of the Study……………………………….………………….…….80 Implications………………………………………….…….……………………81 Limitations and Further Studies………………………….……………….......82 References…………………………………………………………………………...84 Appendix A: The Weekly Schedule of the Writing Project ……………………...91 Appendix B: Guided Questions for the Reading………………….……...……….92 Appendix C: Guided Questions for the Proposal………….……….…….……….93 Appendix D: Format for the Draft…………………………….…….…………….94 Appendix E: Considerations for the First Draft of the eBook….…….……….…95 Appendix F: Ideas for the One-minute Book Trailer………………………….….95 Appendix G: A Survey Format for the Problem-based Final Report…………....96 Appendix H: Guided Questions of the Final Reflection Paper……...………......98 Appendix I: Table of Points Given by students Showing Willingness to Do the 3C Project ……………………………………………………………….100 Appendix J: Different Experience in Creating an eBook from Writing in Previous Writing Courses……………….……………………....……..…….102 Appendix K: Preference Between the 3C Project and Previous Writing Courses with Reasons………………..………………………………………112 Appendix L: Strengths and Weaknesses of Writing in Previous Writing Courses ………………………………...………………….………..120 Appendix M: Strengths and Weaknesses of the 3C Writing Project Practice....125 Appendix N: Excerpts of Elaborating on How the Topic is Related to Personal Life Experience ……………………………..…………………….…….131 Appendix O: Excerpts of What is Critical About Your Project and Why Your Topic Is Worth Exploring…………………………..……..………….…..138 Appendix P: Excerpts of How Your Group Explored the Topic Using Multimodal Resources……………………..…………………………………….146 Appendix Q: Excerpts of How Your Group Explored the Topic from Multiple Perspectives……………….……..…………………………………157 Appendix R: Excerpts of Who Is the Target Audience/Reader of Your eBook……………………………………….……..….……………..165 Appendix S: Excerpts of What Changes You Hope to Make to the Readers and to the Society…………………………………………….…...………..168 Appendix T: Excerpts of Proposing Feasible Action Plan Ideas to Access eBooks……………………………………………………..………..173 Appendix U: Results of Liking the Best/the Least and Fondness Degree About eBooks………………………………………………….…………...179 Appendix V: Results of the Improvement of Writing Skills and Others……….184

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