本論文的目的在於探討在指導之下的重覆閱讀是否能增進學生英文口讀速度，達到自動化程度（automaticity），進而增進口語流暢度，並研究不同的學習條件是否影響重覆閱讀的效果，包括性別、母語、參與實驗學習或使用英文的時間，以及前測成績之高低。
	本研究以淡江大學大一學生為研究對象。一班主修國貿，一班主修統計。二班學生每週皆接受半小時的重覆閱讀指導，共計八週，並且接受前、後測及填寫前、後測問卷。本論文挑選完全參與前、後測，並出席五次以上的學生為有效研究對象，總計５１名。在每週的實驗中，學生先接受單字和片語的指導，聆聽並隨著錄音快速朗誦三次後，自行快速朗讀一篇約１００字的英文文章至少四次，每次練習時間為十分鐘，實驗期間，全班統一錄音。
	本研究的結果摘要如下：
1. 重覆閱讀能夠顯著影響學生的口讀速度，本實驗中，學生八週後的口讀速度提升自１３０字／分至２１０字／分。
2.  即使是在台灣這個英語為外國語言的學習環境，重覆閱讀也並幫助學生達到自動化程度，使學生能快速閱讀文章，口讀速度為口語能力的檢測指標之一（如GEPT），因此重覆閱讀被證明能有效提升學生的口語能力。
3.  對於字彙重覆率低的文章，學生在練習過程中所累積進步的口讀速度也可以轉移到新的文章中，此現象並不侷限於英語為母語或第一語言的學習環境中，在台灣也可以成立。
4.  重覆閱讀能夠顯著提高學生的口讀速度，不論他們的性別、母語、參與實驗學習或使用英文的時間、和前測成績。本研究並發現，重覆閱讀對於發音有困難的和落後的同學有顯著幫助。而對於程度較優秀的學生，其學習效果則更甚於程度一般學生。
5.  重覆閱讀的訓練重點應是速度，而非重覆。重覆的目的只是為了要使速度更快，唯有當速度快到達到自動化程度時，重覆閱讀才會展現顯著的效果。

因此，本論文證明，在指導之下的重複快速朗讀，的確可以在短期之內有效地提升台灣學生說英文的流暢度。

This study is aimed at finding out the effect and efficiency of oral repeated reading (RR) on oral reading fluency in the EFL environment in Taiwan. By prompting oral reading speed and automaticity, RR proved to be an effective method to enhance both oral reading and speaking fluency. Fifty-one freshman students from Tamkang University participated in this study. The subjects experienced 30 minutes of instruction every week during the eight weeks of training intervention. They were required to do recordings for the sessions of pre-test, post-test, and after every class. They also filled out questionnaires before and after the intervention. SPSS 11.0 was adopted to do the quantitative analysis of the data as well as paired sample t-test, effective size, and one-way ANOVO. The results indicated that there was a significant improvement in oral reading speed before and after the intervention, regardless of the following factors: (a) gender, (b) native language, (c) time using/learning English during off-training time, (d) pre-test performance, and (e) improvement gained during the practice. Replies from post-test questionnaires also indicated a high acceptability of RR among subject groups. Accordingly, the adoption of RR for automaticity development and speed training in oral fluency instruction was recommended for future teaching in Taiwan.

Table of Contents

CHINESE ABSTRACT	i
ENGLISH ABSTRACT	ii
ACKNOWLEDGEMENTS	iii
TABLE OF CONTENTS	v
LIST OF TABLES	viii
LIST OF FIGURES 	ix

CHAPTER ONE  INTRODUCTION	1
1.1 Background      	1                       
1.2 Statement of the Problems                                       	2
1.3 Purpose of the Study	3
1.4 Significance of the Study	4
1.5 Research Questions	5
1.6 Definition of terms	6

CHAPTER TWO  REVIEW OF LITERATURE	9
2.1 Fluency	9
2.2 Repeated Reading (RR)
2.2.1 Method of repeated reading                                 	13
2.2.2 Categories of repeated reading	14
2.2.3 Repeated Reading & Automaticity	15
2.2.4 Repeated Reading & Improvement on Reading Rate and Comprehension	19
2.2.5 Repeated Reading & Its Transfer Effect	20

CHAPTER THREE  METHODOLOGY	22
3.1 Subjects 	22
3.2 Instrument	23
3.3 Materials	26
3.4 Methodology	27
3.5 Data Analysis	29

CHAPTER FOUR  RESULTS AND DISCUSSIONS	32
4.1 The Performances of Subjects in the Pre-Test and Post-Test       	  32
	4.1.1 Results of Total Improvement in terms of Speed, as measured by WCPMs, for Post-test versus Pre-test      						   32
	4.1.2 Results of Total Improvement in terms of Accuracy, as measured in correct rates, for Post-test versus Pre-test  						   34
4.2 Factor Analysis for the Subject’s Performances                        37
	4.2.1 Results of “Gender/ Post-test—Pre-test		                   37
	4.2.2 Results of “Native Language/ Post-test—Pre-test (WCPM)        39
	4.2.3 Results of “Off-class Time Learning or Using English/ Post-test —Pre-test (WCPM)                                      41
	4.2.4 Results of “Pre-test (WCPM)/ Post-test—Pre-test (WCPM)       44
	4.2.5 Results of “Correlation between
     Improvements of the Practice and of the Total Improvement.”     48
4.3 Detailed Report during the Eight Intervention Weeks                 53
4.4 Answers to Research Questions                                   57
4.5 Other Findings and Discussions	                                   61

CHAPTER FIVE  CONCLUSION	64
5.1 Summary of the Major Findings and Some pedagogical Implications     64
5.2 Limitation of the Present Study and Suggestions for Further Researches  66

REFERENCES	68

APPENDICES	80
Appendix A The Pre-implementation Questionnaire	80
Appendix B The Pre-implementation Questionnaire (Chinese Version)	81
Appendix C The Post-implementation Questionnaire	82
Appendix D The Post-implementation Questionnaire (Chinese Version)	83
Appendix E Repeated Reading Tracking Sheet	84
Appendix F Fry’s Readability Graph (1977)	85
 
List of Tables

Table 1 Interrater Reliability by Kruskal-Wallis Test: WCPM		25
Table 2 Interrater Reliability: Descriptive Statistics of Correct Rate of the Pre-test	25
Table 3 Materials of Fry readability		27
Table 4.1 Descriptive Statistics of the Pre-test and the Post-test: expressed in terms of WCPM			33
Table 4.2 Comparison of subjects’ performance between the Pre-test and the Post-test: WCPM	              	34
Table 4.3 Descriptive Statistics of Pre-test Correct Rate (expressed in %) obtained from Post-test and Post-test    		35
Table 4.4 Comparison of subjects’ performance between the Pre-test and the Post-test: Correct Rate			37
Table 5.1 Gender/ Post-test - Pre-test (WCPM)		38
Table 5.2 Descriptive Statistics of Gender		39
Table 6.1 Native Language/ Post-test - Pre-test (WCPM)		39
Table 6.2 Descriptive Statistics of Native Language		41
Table 7.1 Years of Learning English/ Post-test - Pre-test (WCPM)			42	
Table 7.2 Descriptive Statistics of Years Learning English		43
Table 8.1 Off-class Time Learning/ Using English/ Post-test - Pre-test (WCPM)	44
Table 8.2 Descriptive Statistics of Off-class Time Learning/ Using English	45
Table 9 Correlation between Improvements of the Practice and of the Post-test	49
Table 10 Regression Table of all possible factors		50
Table 11.1 Weekly Practice Improvement: WCPM		55
Table 11.2 Pair Weekly Correct Rate		56
 
List of Figures

Figure 1. Gender	39
Figure 2. Native Language	41
Figure 3. Off-class Time Learning/ Using English		43
Figure 4. Pre-test (WCPM)		45
Figure 5. Post-test (WCPM)                                   	47				38
Figure 6. Practice Improvement (WCPM of Week 8 -Week 1)	51
Figure 7. Total Improvement (WCPM of Post-test - Pre-test)	51
Figure 8. Distribution of Practice Improvement and Total Improvement	52

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