The Effects of Situated Teaching on English Learning Motivation and English Learning Achievement for the Fourth Grade Students
| Autor: | CHIANG,YING-MIEN, 江英勉 |
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| Rok vydání: | 2016 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 104 The purpose of this research was to explore the effect of adopting situated teaching in improving English learning motivation and English learning achievement among the fourth grade students in English class. The pretest-posttest nonequivalent group design of quasi-experimental method was employed to investigate the English learning motivation and English learning achievement among the fourth grade students. The participants in this study were 49 elementary school age students who were enrolled into the fourth-grade classes in Chiayi County. These participants were randomly assigned to experimental group and control group. A self-developed questionnaire “English Learning Motivation Scale” and a test “English Learning Achievement Test” were used as research instruments to measure English learning motivation and English learning achievement in this study. The results of the study were analyzed statistically by Mean, Standard Deviation, Independent-sample T-test, Paired-sample T-test, one-way ANOVA, and Analysis of Covariance (ANCOVA). The results were concluded as follows: Firstly, a survey “English Learning Motivation Scale” was conducted before the experiment to investigate the English learning motivation of the fourth grade students, the results indicate that 40% of the fourth grade students are highly motivated to learn, while around 40% are neutral and one-fifth are low in learning motivation. Overall, the findings support that students who are strongly motivated in ‘language level’ are moderate in both ‘learner level’ and ‘learning situation level’. Secondly, this research suggests that the fourth-grade students with different degree of motivation in English learning are partly associated with the demographic variables. 1. In respect of gender, female students show stronger English learning motivation in ‘learner level’ than male students. 2. There is no significant difference in English learning motivation between students with different family background. 3. There is no significant difference in English learning motivation for students who go to cram schools or not. Thirdly, it is shown that situated teaching in English class can effectively improve English learning motivation compared to the didactic instruction in English class. Fourthly, it is also found that situated learning in English class can effectively improve English learning achievement compared to the didactic instruction in English class. Based on the study results mentioned above, some suggestions were proposed to serve as a reference in future studies for the researcher and schools. Keywords: Situated teaching, English learning motivation, English learning achievement |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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