A Study of Impact of eBook-Integrated English Teaching in a Junior High Class on Students' Academic Achievement and Learning Motivation
| Autor: | Ju-Hsiu Cheng, 鄭如秀 |
|---|---|
| Rok vydání: | 2015 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 103 The study aimed at examining the effects of eBook-integrated English teaching on junior high school students’ English academic achievement and learning motivation. In order to testify the adaptability and the effectiveness of eBook-integrated English teaching in the English teaching field in junior high school, the researcher not only applied the principles of computer-assisted language learning (CALL) as the main methodical pedagogy but also incorporated the e-Book which was censored by the government. Adopting the nonequivalent control group design in the quasi-experiment, samples in this study were seventh graders selected from two classes in a municipal junior high school in Taichung city. One of the classes was represented as the experimental group, while the other was as the control group. Students in the experimental group were taught based on the pedagogy of eBook-integrated English teaching, and those in the control group received the typical didactic instruction. The experiment lasted for 12 weeks, with 72 teaching periods in total. With the students’ academic achievements which were sectional examinations held by the experimental school as the instrument for the pretest and posttest, the students’ scores on the sectional examinations were analyzed by one-way ANCOVA, independent samples to distinguish the differences of students’ academic performance in two groups. The posttest scores of the experimental group and the control group showed significant differences. In addition, the students in the experimental group also took the pretest and the posttest in the scale of motivation for learning English in order to analyze the differences after the experiment. The findings revealed that the effects of eBook-integrated English teaching on junior high school students’ English academic achievement and learning motivation are significantly positive; students who received eBook-integrated English teaching have better academic achievement in the sectional examination, and they also have better learning motivation in the scale of motivation for learning English. Based on the results of the study, the researcher also provided some recommendations for English teachers and future studies. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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