The Effects of English Song Instruction on Junior High School Students' Motivation to Learn English and Grammar Achievement
| Autor: | 孫靜文 |
|---|---|
| Rok vydání: | 2013 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 101 The purpose of this study was to explore the effects on junior high school students’ motivation to learn English and grammar achievement through integrating English songs into English class. Moreover, students’ opinions on this teaching approach were discussed. A quasi-experimental research approach was employed for ten weeks. There were fifty-five research participants of two classes in the eighth grade from a junior high school in Kaohsiung City taking part in this study. The two classes were randomly assigned to the experimental group and the control group. After students took pretest on “motivation to learn English” and “grammar,” the English songs were integrated into English class of the experimental group, while the control group accepted instruction in the traditional way. After ten weeks, both groups took posttest on “motivation to learn English” and “grammar.” These data were collected and analyzed by descriptive statistics, one-way ANOVA, and paired-sample t test. In addition, the experimental group took questionnaire on integrating English songs into English class. These students’ feedbacks were also collected as qualitative data. The study results were summarized as follows: 1. There was a significant difference between the experimental group and the control group in their “integrative motivation” subscale and “confidence” subscale. However, there was no significant difference between these two groups in “motivation to learn English” scale, “instrumental motivation” subscale, and “English learning anxiety” subscale. 2. There was no significant difference between the experimental group and the control group in grammar test. 3. There was a significant difference between the pretest and the posttest in “integrative motivation” subscale of the experimental group. However, there was no significant difference between the pretest and the posttest in “motivation to learn English” scale, “instrumental motivation” subscale, “confidence” subscale, and “English learning anxiety” subscale of the experimental group. 4. Students of the experimental group had positive feedbacks on integrating English songs into English class. Based on the conclusions of this study, suggestions were made for the schools, teachers, and fellow researchers. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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