EFFECTS OF A VOD-BLENDED REMEDIAL MODE ON ENGLISH READING PERFORMANCE OF VOCATIONAL HIGH SCHOOL STUDENTS

Autor: Po-hao Tsai, 蔡柏豪
Rok vydání: 2012
Druh dokumentu: 學位論文 ; thesis
Popis: 100
The study aims to investigate the effects of the VOD-blended remedial mode on English reading performance of vocational high school students. First, the English reading performance of the VOD-blended remedial group (VG) and the traditional classroom group (TG) was compared. In addition, the VG’s and the TG’s responses to English reading, self-confidence, and teacher presence were investigated. Then, the VG’s responses to VOD-blended English learning were explored. Finally, the two groups’ gains, difficulties, and suggestions for the English reading remedial programs were analyzed and discussed. The subjects of the study included 62 twelfth-graders from National Tainan Marine and Fishery Vocational High School in Tainan City. The study conducted for 12 weeks. Before the English reading remedial programs, the two groups were required to write a pretest of English reading comprehension. During the 12-week experiment, the two groups received the VOD-blended remedial mode and traditional classroom remedial mode respectively. After the English reading remedial programs, the two groups were required to write a post-test of English reading comprehension and to answer post-study questionnaires. Finally, the VG’s and the TG’s English reading performance and their responses to the post-study questionnaires were collected and analyzed quantitatively and qualitatively by one-way ANOVA, an independent samples t-test, and descriptive analyses. Based on the data analysis, the major findings of the study are summarized as follows: 1. There is a significant difference between the VG’s and the TG’s English reading performances after the English reading remedial programs. From the increased mean scores in the post-test of English reading comprehension, the VG made better progress in their English reading comprehension than the TG. 2. There are two significant differences in the VG’s and the TG’s responses to English reading in the English reading remedial programs. From the mean scores of the two groups’ responses, the VG held more positive attitude to English reading than the TG. Besides, more VG expressed that the English reading remedial program was helpful to their reading comprehension and overall English reading ability than the TG. 3. There are five significant differences in the VG’s and the TG’s responses to self-confidence in the English reading remedial programs. The mean scores in the two groups’ responses to self-confidence reveal that the VG held more positive attitudes toward learning confidence than the TG. More VG also expressed that they could keep up with the teaching, handle the learning pace, exchange feedbacks, and solve questions than the TG. In addition, more VG than the TG considered English learning was interesting in the remedial program. 4. There are three significant differences in the VG’s and the TG’s responses to teacher presence in the English reading remedial programs. The higher mean scores of the VG than those of the TG reveal that VG presented more positive responses to teacher presence. More VG thought they could clearly understand what teacher taught, remember the advice from the teacher, and ask the teacher questions about reading anytime than the TG. 5. The majority of the VG subjects responded positively to English learning in the VOD-blended English reading remedial mode. According to the VG’ responses, most of the VG agreed that VOD-blended English learning relived their pressures, made learning more positive and active, and provided them more opportunities to learn English. They also indicated that they could adapt well to on-line testing and though that VOD-blended English learning would be the future trend of English education. 6. Both the VG and the TG expressed their gains, difficulties, and suggestions respectively after the English reading remedial programs. Specifically, the VG’s gains included learning opportunities, English reading comprehension, teacher-student interaction, and grammar, while the TG’s were English reading comprehension, grammar, teacher-student interaction, and learning confidence. Besides, the VG had difficulties in vocabulary, grammar, English reading comprehension, and on-line distractions, and similarly the TG’s difficulties were vocabulary, grammar, English reading comprehension, and learning opportunities. As for the suggestions for the English reading remedial program, the VG hoped that teachers could strengthen English vocabulary and grammar teaching, add more articles for extensive reading, increase teacher-student interaction, and update instructional videos frequently. The TG suggested that the teacher should strengthen vocabulary and grammar teaching, add more articles for extensive reading, increase teacher-student interaction, and encourage peer feedbacks. Based on the study findings, it is suggested that English teachers integrate the VOD-blended remedial mode into English reading instructions to enhance students’ overall and individual English reading comprehension. Next, the teacher can engage students in both intensive and extensive reading so that they can strengthen their word power and immerse in the pleasure of English reading. In addition, an on-line community is recommended to help design an after-school platform for teacher-student communication and interaction. Hopefully, the VOD-blended remedial mode can help activate vocational high school students’ motivation for English learning and enhancing their lagging English competence. Last but not least, it is expected that the present study results can offer the educational administrators references for English education innovation.
Databáze: Networked Digital Library of Theses & Dissertations
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