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|Title:||高中英文教學融入英文小說 - 採用傳統教學與討論式教學對於學生閱讀能力影響之研究|
Incorporating English novels into the senior high school English curriculum: A comparison of the lecture approach and the discussion-based approach and their connections with students' English reading ability
English novel reading
|Issue Date:||2019-08-07 17:02:54 (UTC+8)|
A teacher's instructional strategies become learning strategies when students are assigned to accomplish tasks or meet goals. Using the instructional strategies of reading specific out-of-class material, a teacher can encourage students' attentiveness of the learning goals of a course. This study investigated the difference between two dissimilar approaches – group discussion (GD) versus conventional instruction.
A total of 68 participants in this study were incorporated from a municipal senior high school in Taoyuan, Taiwan. Two classes of 11th graders with akin schooling background were assigned as control and experiment groups. In spite of the similarity of the two classes, a t-test was used to analyze the results of their pretest to confirm that the students were of similar achievement levels.
The General English Proficiency Test (GEPT) was adopted as criterion-referenced assessment instrument for both pretest and posttest. The length of the experiment lasted 17 weeks.
The results are summarized as follows:
1. Group Discussion (GD) approach helped promote 11th graders’ reading comprehension.
2. GD approach helped increase 11th graders’ interest in reading and learning.
3. GD approach enhanced the reading abilities of the high achievers as well as the low achievers.
4. Almost all participants showed positive perception toward GD approach.
5. Limited vocabulary and cultural gap contributed to difficulties in reading the designated novel.
Finally, some recommendations were presented for teachers and future researchers.
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