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研究生：	謝庭芸 Ting-Yun Hsieh
論文名稱：	Effects of Reader’s Topic Interest on Vocabulary Engagement in EFL Learning
指導教授：	衛友賢 David Wible
口試委員:
學位類別：	碩士 Master
系所名稱：	文學院 - 學習與教學研究所 Graduate Institute of Learning and Instruction
論文出版年：	2025
畢業學年度：	113
語文別：	英文
論文頁數：	143
中文關鍵詞：	投入度、興趣、非刻意學習、查字典
外文關鍵詞：	Engagement, Interest, Incidental vocabulary learning, Look up
相關次數：	點閱：27 下載：0
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本研究旨在探討讀者對文章主題的興趣是否會影響其在英語作為外語（EFL）學習中的詞彙參與行為。與以往主要關注詞彙學習結果的偶然學習研究不同，本研究強調在閱讀過程中觀察詞彙參與行為。研究採用了準實驗設計，涉及50名來自桃園永豐高中的二年級學生，這些學生被分配到實驗組或對照組。實驗組閱讀與其表達的個人興趣相關的文章，而對照組則閱讀與其興趣無關的文章。
本研究觀察了六種詞彙參與行為，以檢視主題興趣對學習者詞彙參與的影響。這些行為包括閱讀連貫性、單字查詢頻率、使用字典的多樣性、詞彙知識查詢的範圍、標註行為和筆記行為。為了探討英語水平與實驗組和對照組之間的交互效應，採用了ANOVA分析方法。儘管實驗組和對照組的學生來自不同的英語水平，分析結果顯示，英語水平與實驗組和對照組之間並無顯著的交互作用。
結果顯示，對主題有較高興趣的學生在特定行為上表現出顯著更高的參與度，特別是在單字查詢頻率和詞彙知識的延伸查詢。此外，低水平學生在字典使用多樣性方面也顯示出比高水平學生更高的參與度。綜合來看，這表明低水平的英語能力並不會影響字典的使用，且主題興趣可以激勵各個程度的學習者更深入地參與詞彙學習。這些發現提供了實證證據，表明學生對閱讀材料的興趣可以增強其在EFL學習中的詞彙參與。

This study investigates whether readers' interest in the topic of a passage influences their engagement with vocabulary in English as a Foreign Language (EFL) learning, focusing on vocabulary engagement behaviors during the reading process rather than on vocabulary learning outcomes. A quasi-experimental design was implemented with 50 second-year students from a high school in Taoyuan County, Taiwan who were divided into experimental and control groups. The experimental group read passages aligned with their interests, while the control group read passages unrelated to their interests. Six types of vocabulary engagement behaviors were observed: reading continuity, word lookup frequency, diversity of dictionaries used, extent of vocabulary knowledge queries, highlighting behavior, and note-taking behavior. An ANOVA was used to examine potential interaction effects between English proficiency and group assignment, revealing no significant interaction. The findings showed that students with higher topic interest demonstrated significantly greater engagement in the behaviors word lookup frequency and extended vocabulary searches, while lower proficiency students exhibited greater dictionary usage diversity compared to higher-level students. These results suggest that lower proficiency does not hinder dictionary usage and that topic interest motivates learners across proficiency levels to engage more deeply with vocabulary, providing empirical evidence of how interest in reading material enhances vocabulary engagement in EFL learning.

摘要    I
Abstract    II
TABLE OF CONTENTS    III
LIST OF FIGURES    VII
LIST OF TABLES    VIII
CHAPTER ONE : INTRODUCTION    1
1.1 Background and Motivation    1
1.2 Purpose    2
1.3 Research Question    3
1.4 Structure of the Thesis    3
CHAPTER TWO : LITERATURE REVIEW    5
2.1 Vocabulary Learning    5
2.1.1 Two Types of Vocabulary Learning    5
2.1.2 The Factors that Cause Incidental Vocabulary Learning Efficiency    7
2.1.3 Vocabulary Involvement    8
2.2 Interest    11
2.2.1 The Different Types of Interest    11
2.2.2 The Impact of Topic Interest in L1    12
2.2.3 The Positive Effects of Topic Interest in L2    13
2.2.4 Interest and Dictionary Use    14
2.2.5 The Research Methodology on Topic Interest and Vocabulary Acquisition    16
2.2.6 The Research Gap on Incidental Vocabulary Learning    17
CHAPTER THREE : METHODOLOGY    21
3.1 Overview of the Method and Research Design    21
3.2 Participants    23
3.3 Procedures    24
3.3.1 Vocabulary Level Assessment    25
3.3.2 Task 1    26
3.3.3 Task 2    27
3.3.4 Questionnaires    28
3.4 Research Instruments    28
3.4.1 New Vocabulary Levels Test (NVLT)    29
3.4.2 Reading Materials in Tasks    29
3.4.3 Website Design    30
3.4.4 Questionnaire for Assessing Participants’ Interest and Background Knowledge in Texts    30
3.5 Pilot Study    32
3.5.1 Data Collection and Result of Pilot Study    33
3.6 Data Collection and Method of Analysis for Formal Study    38
3.6.1 Data Collection    38
3.6.2 Method of Data Analysis    39
3.7 Conclusion    46
CHAPTER FOUR : RESULTS AND DISCUSSION    47
4.1 Participants’ Information for Analysis    47
4.2 Analysis of Reading Engagement Behaviors    50
4.2.1 Descriptive Statistics    51
4.2.2 T-test for Group Comparisons    55
4.2.3 Correlation Analysis    56
4.3 ANOVA Results    59
4.3.1 NVLT Analysis    59
4.3.2 Manipulated Group Effects on Learning Behaviors    60
4.3.3 Class 601 and 603 Effects on Learning Behaviors    60
4.3.4 Interaction Effects in Group (experimental group and control group) and Two Classes (601 and 603)    63
4.4 Discussion of Key Findings    65
4.4.1 The Role of Topic Interest in Extended Search and Lookup Frequency    65
4.4.2 The Interaction between Class 601 and 603 and Manipulated Groups    66
4.4.3 Other Engagement Behaviors    67
4.5 Summary    67
CHAPTER FIVE : CONCLUSION    69
5.1 Summary of Findings    69
5.2 Pedagogical Implications    71
5.3 Limitations of the Study    73
5.4 Suggestions for Future Research    74
5.5 Conclusion    75
REFERENCE    77
Appendix 1 : Informed Consent Form in Chinese Version    82
Appendix 2 : Research Description and Introduction    84
Appendix 3：The New Vocabulary Levels Test    85
Appendix 4 : Experimental Group Reading Task 1    90
Appendix 5 : Experimental Group Reading Task 1    91
Appendix 6 : Experimental Group Reading Task 1 ( English version)    92
Appendix 7 : Control Group Reading Task 1    93
Appendix 8 : Control Group Reading Task 1    94
Appendix 9 : Control Group Reading Task 1 (English Version)    95
Appendix 10 : Experimental Group Reading Task 2    97
Appendix 11 : Experimental Group Reading Task 2 (English Version)    98
Appendix 12 : Control Group Reading Task 2    100
Appendix 13 : Control Group Reading Task 2 (English Version)    101
Appendix 14 : The Website’s Content    103
Appendix 15 : 18 Reading Materials Version 1    104
Appendix 16 : 18 Reading Materials Version 1 (English Version)    105
Appendix 17 : 18 Reading Materials Version 2    106
Appendix 18 : 18 Reading Materials Version 2 (English Version)    107
Appendix 19 : The Brief Introduction of Articles    108
Appendix 20 : The Website’s Brief Introduction (English Version)    109
Appendix 21 : The Web Page (Part 1)    110
Appendix 22 : The Web Page Part 1 (English Version)    111
Appendix 23 : The Web Page (Part 2)    112
Appendix 24 : The Web Page Part 2 (English Version)    113
Appendix 25 : The Web Page (Part 3)    114
Appendix 26 : The Web Page Part 3 (English Version)    115
Appendix 27 : At the end of the Web Page    116
Appendix 28 : At the end of the Web Page (English Version)    117
Appendix 29 : Questionnaire for the Formal Study    118
Appendix 30 : Questionnaire for the Formal Study (English version)    129


                                

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