1. NCCU Academic Hub
  2. Publications
  3. College of Foreign Languages and Literature
  4. Theses
  5. Item

Publications-Theses

Article View/Open

Publication Export

Google ScholarTM

NCCU Library

Citation Infomation

Related Publications in TAIR

題名 英語歌曲融入教學對低成就國中生文法學習之成效研究
The Effects of English Song Instruction on Grammar Learning for Low Achievers in Junior High School
作者 鄒宜君
貢獻者 余明忠
Yu, Ming-Chung
鄒宜君
關鍵詞 英語歌曲
低成就學生
文法學習
學習動機
自我效能
教學方法
English song
Low achiever
Grammar learning
Learning motivation
Self-efficacy
Teaching method
日期 2021
上傳時間 4-Aug-2021 16:23:45 (UTC+8)
摘要 本研究旨在探討 (1) 英語歌曲對學生的學習動機之影響 (2) 英語歌曲融入教學對低學習成就學生課業成就之影響 (3) 實驗組學生對於英語歌曲融入教學之回饋感想。本研究以台北市一所公立國中八年級學生為研究對象，研究者從任教班級中挑選出其七年級英語學期成績較低的四個班級共100人 (有效樣本98人)，隨機分為實驗組(49人)及控制組(49人)，並以105年度全民英檢初級閱讀之分數確認其起始能力。實驗組及控制組的學生皆學習相同的文法內容，且聽相同的英語歌曲輔助文法學習，但學習方式有所差異。實驗組的學習單主要針對文法句型演練，而控制組的學習單則以文法句型搭配單字為主。此實驗組以英語歌曲輔助文法學習的實驗為期八週。
本研究之研究工具為：八首英語歌曲、兩份學習動機問卷(實驗前、實驗後)、一份實驗後之回饋問卷、兩份文法測驗(前測及後測)以及一份105年度全民英檢試題(閱讀部分)。本研究採用獨立樣本T檢定(Independent-Sample T Test) 做為比較組別差異的分析方法。
本研究之主要發現如下：
1.學習動機在「自我效能」方面，兩組的後測達顯著差異，且實驗組高於控制組，而其餘面向的前後測皆無顯著差異。
2.實驗組和控制組的文法表現在實驗前後皆沒有顯著差異。
3.兩組的回饋問卷皆顯示大多數的學生對於英語歌曲融入文法教學抱持正面的看法，其中實驗組的學習動機在實施英語歌曲教學後，較明顯地高於實施前。
基於以上之分析結果，研究者建議英語教師以此實驗為參考，對於英語歌曲應用於國中階段之低成就學生在文法教學上的方式能進一步的探索，以期能改善學生的文法學習成效及提升其學習動機。
The study aims to investigate: (1) the effects on the students’ learning motivation when grammar is taught with the help of English songs, (2) the effects on the academic achievement of low achievers after they have received grammar instruction with English songs, and (3) the experimental group’s feedback on the English song instruction. The researcher selected a total of 100 eighth-graders (98 effective samples) from four classes whose English grades in the previous semester were comparatively lower than those of the other classes. Then, they were divided randomly into the experimental group (49 participants) and the control group (49 participants). Next, all participants undertook the 105th GEPT (Elementary Level- Reading Part) to confirm their initial proficiency. Both groups learned the same grammar and listened to the same English songs but received different teaching methods. The worksheet of the experimental group mainly focused on grammar drills, while that of the control group emphasized vocabulary learning besides grammatical practice. The experiment lasted eight weeks.
The research consists of eight English songs, two self-designed grammar tests (pre-test and post-test), two learning motivation questionnaires (pre-test and post-test), and one feedback questionnaire. The study adopted the General English Proficiency Test of 2016 (105th GEPT-Reading Part) and the English grammar test to examine both groups’ proficiency levels before and after the experiment. In addition, Independent-Sample t-Test was used to explore the differences between both groups.
The significant findings are summarized as follows:
1. Several psychological changes could be found in the students’ learning process despite the statistically non-significant difference of both groups’ learning motivation after the experiment.
2. The findings of the study drew some pedagogical implications besides the fact
that there was no significant difference in grammatical achievement between the two groups.
3. The majority of the participants in both groups held a positive attitude toward the English song instruction. Furthermore, the experimental group’s learning motivation became significantly higher after the experiment.
The statistics suggest that although the researcher taught the low-achievers grammar by using English songs, the students’ academic performance did not improve significantly. However, it was observed that using English songs in class helped reduce learners’ anxiety and sense of uncertainty while they participated in classroom activities. Therefore, it is recommended that English teachers use English songs as part of grammar teaching to enhance students’ learning motivation and understanding of English grammatical concepts.
參考文獻 Adams, N. E. (2015). Bloom’s taxonomy of cognitive learning objectives. Journal of the Medical Library Association: JMLA, 103(3), 152.
Bandura, A., & Walters, R. H. (1977). Social learning theory (Vol. 1). Prentice Hall: Englewood cliffs.
Bandura, A., Freeman, W. H., & Lightsey, R. (1999). Self-efficacy: The exercise of control.
Benson, M. J. (1991). Attitudes and motivation towards English: A survey of Japanese Freshman. RELC Journal, 22, 34-48.
Bloom, B. S., Englehart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives, handbook I: the cognitive domain. New York: David McKay Co.
Bolton, C. (2008). Language development and music: Music can help children learn to talk and communicate. Retrieved from.
Bloom, B. S. (1956). Taxonomy of educational objectives. Vol. 1: Cognitive domain. New York: McKay, 20(24), 1.
Brown, H. D (2007). Teaching by principles: An interview approach to language pedagogy. White Plain, New York: Longman.
Chase, C.I. (1999). Contemporary Assessment for Educators. Addison-Wesley Longman, 1185 Avenue of the Americas, New York, NY 10036.
Chen, Y. C. (2008). The effect of using English billboard songs on improving students’ writing motivation at St. Paul’s School in Kaohsiung. Unpublished Mater’s Thesis. National Kaohsiung Normal University.
Cheng, R. H (2016). Effects of Disney English Songs Instruction on English Learning Motivation and Academic Achievement of Ninth-Grade Junior High School Students. Master Thesis of National Kaohsiung Normal University.
Cheung, C. S. S., & Pomerantz, E. M. (2012). Why does parents` involvement enhance children`s achievement? The role of parent-oriented motivation. Journal of Educational Psychology, 104(3), 820.
Cho, Y. (2012). Cho, Y. G. (2012). The relationship between L2 learning motivation and context among Korean EFL students. ENGLISH TEACHING (영어교육), 67(1), 79-105.
Chu, C. L (2010). Teaching pupils English through popular English Songs. Unpublished Mater’s Thesis. National Yunlin University of Science & Technology.
Chang, S. C. (2011). A contrastive study of grammar translation method and communicative approach in teaching English grammar. English language teaching, 4(2), 13.
Cheung, C. S. S., & Pomerantz, E. M. (2012). Why does parents` involvement enhance children`s achievement? The role of parent-oriented motivation. Journal of Educational Psychology, 104(3), 820.
Csikszentmihalyi, M., & Schiefele, U. (1995). Motivation and ability as factors in mathematics experience and achievement. Journal for research in mathematics education, 26(2), 163-181.
Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological inquiry, 11(4), 227-268.
Dinets, J. (2015). The effects of songs in English language acquisition to English language learners.
Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge University Press.
Dornyei, Z. (2001). Teaching and Researching Motivation. Applied Linguistics in Action. Pearson Education Limited, Edinburgh Gate, Harlow, Essex, CM20 2JE, England. Web site: http://www. pearsoneduc. com.
Dornyei, Z.(2003). Attitudes, orientations and motivations in language learning: Advances in theory, research and applications. Language Learning, 53(1), May, 3-12.
Dowdall, C. B., & Colangelo, N. (1982). Underachieving gifted students: Review and implications. Gifted Child Quarterly, 26(4), 179-184.
Dweck, C.S. (2013). Self-theories: Their role in motivation, personality, and development. Psychology press.
Ebbinghaus, H. (1985). Remembering Ebbinghaus. Contemporary Psychology, 30(7), 519-523.
Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub‐Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel`s meta‐analysis. Reading research quarterly, 36(3), 250-287.
Elliot, A. J., & Covington, M. V. (2001). Approach and avoidance motivation. Educational Psychology Review,13(2), 73-92.
Ericksen, S. C. (1978). The Lecture. Memo to the Faculty. No. 60, April 1978.
Failoni, J. (1993). Music as Means to Enhance Cultural Awareness and Literacy in the Foreign Language Classroom. Mid-Atlantic Journal of Foreign Language Pedagogy, 1, 105.
Farjami, H. (2011). The effect of academic study on grammar attitude, grammar motivation, and perception of grammar relevance. Editors–in–Chief, 66.
Freeman, J. (1985). The early years: Preparation for creative thinking. Gifted Education International, 3(2), 100-104.
Ganyaupfu, E. M. (2013). Teaching methods and students’ academic performance. International Journal of Humanities and Social Science Invention, 2(9), 29-35.
Gardner, H. (1991). Intelligence in seven steps. Creating the Future. Perspective on educational change, 395-406.
Gardner, H. (1993). Multiple intelligences: The theory in practice. Basic books.
Gardner, H., & Hatch, T. (1989). Multiple Intelligences Go to School: Educational Implications of the Theory of Multiple Intelligences. Educational Researcher, 18(8), 4-10.
Garza, T. J. (1994). Beyond MTV: Music videos as foreign language text. Journal of the Imagination in Language Learning, 2, 106-110.
Ghorbani, M. R., & Nezamoshari`e, M. (2012). Cooperative Learning Boosts EFL Students` Grammar Achievement. Theory & Practice in Language Studies, 2(7).
Gow, L., & Kember, D. (1990). Does higher education promote independent learning? Higher education, 19(3), 307-322.
Graham, S., & Golan, S. (1991). Motivational influences on cognition: Task involvement, ego involvement, and depth of information processing. Journal of Educational psychology, 83(2), 187.
Hattie, J. A. (2009). Visible learning: a synthesis of 800+ meta-analyses on achievement. Abingdon.
Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational psychologist, 41(2), 111-127.
Holliday, A. (1994). Appropriate methodology and social context. Cambridge University Press.
Hoque, E. (2017). An introduction to the second language acquisition. Language Acquisition, 1-23.
Howatt, A. P. R., & Widdowson, H. G. (2004). A history of ELT. Oxford University Press.
Jacobs, G. M., & Farrell, T. S. (2003). Understanding and implementing the CLT (Communicative Language Teaching) paradigm. RELC journal, 34(1), 5-30.
Jafari, S. S. (2013). Motivated learners and their success in learning a second language. Theory and Practice in Language Studies, 3(10), 1913.
Jeamu, L., Kim, Y., & Lee, Y. (2008). A web-based program to motivate underachievers learning number sense. International Journal of Instructional Media, 35(2), 185e194
Jenkins, L. N., & Demaray, M. K. (2015). An investigation of relations among academic enablers and reading outcomes. Psychology in the Schools, 52(4), 379-389.
Johnson, D. (2017). The Role of Teachers in Motivating Students to Learn. BU Journal of Graduate studies in education, 9(1), 46-49.

Krashen, S. (1981). Second language acquisition. Second Language Learning, 3(7), 19-39.
Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of instructional development, 10(3), 2-10.
Kuo, C. L. (2010). The effects of English song-teaching instruction on English vocabulary ability and English learning attitude of low English achievers
(Master’s Thesis). National Taipei University of Education, Taiwan.
Larsen-Freeman, D. (1985). Techniques and Principles in Language Teaching. England: Oxford University Press.
Lai, H. T., & Ting, K. (2013). English language learners’ perception on motivational changes. English Language Teaching, 6(8), 10-20.
Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of educational psychology, 97(2), 184.
Lems, K. (2001). Using music in the adult ESL classroom. National Clearinghouse for ESL Literacy Education.
Lee, H. C. (2010). Applying English songs and rhymes to enhance EFL children’s rime awareness and learning motivation-a study of the second graders of Pingtung County. Unpublished Master’s Thesis. National Pingtung University of Education
Li, T., & Lynch, R. (2016). The relationship between motivation for learning and academic achievement among basic and advanced level students studying Chinese as a foreign language in years 3 to 6 at Ascot International School in Bangkok, Thailand. Scholar: Human Sciences, 8(1), 1-1.
Linnenbrink, E. A., & Pintrich, P. R. (2002). Motivation as an enabler for academic success. School psychology review, 31(3), 313-327.
Lozanov, G. (1978). Suggestology and outlines of suggestopedy (Vol. 2). Gordon & Breach Publishing Group.
Lyons, J. (1968). Introduction to Theoretical Linguistics. Cambridge: Cambridge University Press.
Margolis, H., & McCabe, P. P. (2003). Self-efficacy: A key to improving the
motivation of struggling learners. Preventing School Failure: Alternative
Education for Children and Youth, 47(4), 162-169.
Masgoret, A. M., & Gardner, R. C. (2003). Attitudes, motivation, and second
language learning: A meta‐analysis of studies conducted by Gardner and
associates. Language learning, 53(S1), 167-210.Maslow, A. (1970).
Motivation and personality. New York: Harper & Row.
McCall, R. B. (1922). On Definitions. Mastery motivation: Origins, conceptualizations, and applications, 12, 273.
Murphey, T. (1992). The discourse of pop songs. TESOL quarterly, 26(4), 770-774.
Murphey, T. (2013). Music and Song-Resource Books for Teachers. Oxford University Press.
Nunan, D. (1996). Towards autonomous learning: some theoretical, empirical and practical issues (pp. 13-26). Taking Control: Autonomy in Language Learning. Hong Kong: Hong Kong University Press.
Olsen, R. E. W. B., & Kagan, S. (1992). About cooperative learning. Cooperative language learning: A teacher’s resource book, 1-30.
Ouweneel, E., Schaufeli, W. B., & Le Blanc, P. M. (2013). Believe, and you will achieve: Changes over time in self‐efficacy, engagement, and performance. Applied Psychology: Health and Well‐Being, 5(2), 225-247.
Padwad, A. (2002). Review of teaching and learning in the language classroom. The English Teacher: An International Journal, 5(2), 191-193.
Peng, I. N. (2001). EFL Motivation and Strategy Use Among Taiwanese Senior High
School Learners. Unpublished master’s thesis, National Taiwan Normal
University, Taipei, Taiwan.
Pérez-López, D., & Contero, M. (2013). Delivering educational multimedia contents through an augmented reality application: A case study on its impact on knowledge acquisition and retention. Turkish Online Journal of Educational Technology-TOJET, 12(4), 19-28.
Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of educational Psychology, 95(4), 667.
Pajares, F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory into practice, 41(2), 116-125.
Pajares, F., & Valiante, G. (1999). Grade level and gender differences in the writing self-beliefs of middle school students. Contemporary educational psychology, 24(4), 390-405.
Purpura, J. E. (2004). Assessing grammar (Vol. 8). Cambridge University Press.
Reis, S. M., & McCoach, D. B. (2000). The underachievement of gifted students: What do we know and where do we go? Gifted child quarterly, 44(3), 152-170.
Reiss, S. (2009). Six motivational reasons for low school achievement. In Child & youth care forum (Vol. 38, No. 4, pp. 219-225). Springer US.
Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological bulletin, 130(2), 261.
Roever, C., & Pan, Y. C. (2008). Test review: GEPT: General English proficiency test. Language testing, 25(3), 403-408.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54–67. Testing, 25 (3), 403-418.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860.
Saaristo, P. (2015). Grammar is the heart of language: grammar and its role in language learning among Finnish university students. Voices of pedagogical development–Expanding, enhancing and exploring higher education language learning, 279-318.
Schellenberg, E. G. (2006). Long-term positive associations between music lessons and IQ. Journal of educational psychology, 98(2), 457.
Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational psychologist, 26(3-4), 207-231.
Schunk, D. H., Meece, J. R., & Pintrich, P. R. (2012). Motivation in education: Theory, research, and applications. Pearson Higher Ed.
Schunk, D. H., & Zimmerman, B. J. (1998). Self-regulation of learning and performance: Issues and educational applications. Lawrence Erlbaum Associates, Inc.
Shih, C. M. (2008). The general English proficiency test. Language Assessment Quarterly, 5(1), 63-76.
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of educational psychology, 85(4), 571.
Spolsky, B. (1990). Introduction to a colloquium: The scope and form of a theory of second language learning. TESOL quarterly, 24(4), 609-616.
Supplee, P. L. (1990). Reaching the gifted underachiever: Program strategy and design. Teachers College Press.
Swain, M., & Lapkin, S. (1995). Problems in output and the cognitive processes they generate: A step towards second language learning. Applied linguistics, 16(3), 371-391.
Tu, C. S. (2007). Educational reform in Taiwan: Retrospect and prospect. Ministry of Education. Available: https://english. moe. gov. tw/cp-13-14093-78A57-1. html.
Tuan, L. T. (2011). An Empirical Research into EFL Learners` Motivation. Theory &
Practice in Language Studies, 2(3).
Tuan, L. T. (2011). EFL Learners` Motivation Revisited. Theory & Practice in Language Studies, 1(10).
Van den Broeck, A., Vansteenkiste, M., De Witte, H., Soenens, B., & Lens, W. (2010). Capturing autonomy, competence, and relatedness at work: Construction and initial validation of the Work‐related Basic Need Satisfaction scale. Journal of occupational and organizational psychology, 83(4), 981-1002.
Van Eerde, W., & Thierry, H. (1996). Vroom`s expectancy models and work-related criteria: A meta-analysis. Journal of applied psychology, 81(5), 575.
Weiner, B. (1992). Intrapersonal and interpersonal theories of motivation from an attribution perspective. In Student motivation (pp. 17-30). Springer, Boston, MA.
Whitmore, J. R. (1980). Gifted children with handicapping conditions: A new frontier. Exceptional Children, 48(2), 106-114.
Wu, J. R. (2008). GEPT and English language teaching and testing in
Taiwan. Language Assessment Quarterly, 9(1), 11-25.


 
描述 碩士
國立政治大學
英語教學碩士在職專班
104951019
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0104951019
資料類型 thesis
dc.contributor.advisor 余明忠zh_TW
dc.contributor.advisor Yu, Ming-Chungen_US
dc.contributor.author (Authors) 鄒宜君zh_TW
dc.creator (作者) 鄒宜君zh_TW
dc.date (日期) 2021en_US
dc.date.accessioned 4-Aug-2021 16:23:45 (UTC+8)-
dc.date.available 4-Aug-2021 16:23:45 (UTC+8)-
dc.date.issued (上傳時間) 4-Aug-2021 16:23:45 (UTC+8)-
dc.identifier (Other Identifiers) G0104951019en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/136670-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description (描述) 104951019zh_TW
dc.description.abstract (摘要) 本研究旨在探討 (1) 英語歌曲對學生的學習動機之影響 (2) 英語歌曲融入教學對低學習成就學生課業成就之影響 (3) 實驗組學生對於英語歌曲融入教學之回饋感想。本研究以台北市一所公立國中八年級學生為研究對象，研究者從任教班級中挑選出其七年級英語學期成績較低的四個班級共100人 (有效樣本98人)，隨機分為實驗組(49人)及控制組(49人)，並以105年度全民英檢初級閱讀之分數確認其起始能力。實驗組及控制組的學生皆學習相同的文法內容，且聽相同的英語歌曲輔助文法學習，但學習方式有所差異。實驗組的學習單主要針對文法句型演練，而控制組的學習單則以文法句型搭配單字為主。此實驗組以英語歌曲輔助文法學習的實驗為期八週。
本研究之研究工具為：八首英語歌曲、兩份學習動機問卷(實驗前、實驗後)、一份實驗後之回饋問卷、兩份文法測驗(前測及後測)以及一份105年度全民英檢試題(閱讀部分)。本研究採用獨立樣本T檢定(Independent-Sample T Test) 做為比較組別差異的分析方法。
本研究之主要發現如下：
1.學習動機在「自我效能」方面，兩組的後測達顯著差異，且實驗組高於控制組，而其餘面向的前後測皆無顯著差異。
2.實驗組和控制組的文法表現在實驗前後皆沒有顯著差異。
3.兩組的回饋問卷皆顯示大多數的學生對於英語歌曲融入文法教學抱持正面的看法，其中實驗組的學習動機在實施英語歌曲教學後，較明顯地高於實施前。
基於以上之分析結果，研究者建議英語教師以此實驗為參考，對於英語歌曲應用於國中階段之低成就學生在文法教學上的方式能進一步的探索，以期能改善學生的文法學習成效及提升其學習動機。		zh_TW
dc.description.abstract (摘要) The study aims to investigate: (1) the effects on the students’ learning motivation when grammar is taught with the help of English songs, (2) the effects on the academic achievement of low achievers after they have received grammar instruction with English songs, and (3) the experimental group’s feedback on the English song instruction. The researcher selected a total of 100 eighth-graders (98 effective samples) from four classes whose English grades in the previous semester were comparatively lower than those of the other classes. Then, they were divided randomly into the experimental group (49 participants) and the control group (49 participants). Next, all participants undertook the 105th GEPT (Elementary Level- Reading Part) to confirm their initial proficiency. Both groups learned the same grammar and listened to the same English songs but received different teaching methods. The worksheet of the experimental group mainly focused on grammar drills, while that of the control group emphasized vocabulary learning besides grammatical practice. The experiment lasted eight weeks.
The research consists of eight English songs, two self-designed grammar tests (pre-test and post-test), two learning motivation questionnaires (pre-test and post-test), and one feedback questionnaire. The study adopted the General English Proficiency Test of 2016 (105th GEPT-Reading Part) and the English grammar test to examine both groups’ proficiency levels before and after the experiment. In addition, Independent-Sample t-Test was used to explore the differences between both groups.
The significant findings are summarized as follows:
1. Several psychological changes could be found in the students’ learning process despite the statistically non-significant difference of both groups’ learning motivation after the experiment.
2. The findings of the study drew some pedagogical implications besides the fact
that there was no significant difference in grammatical achievement between the two groups.
3. The majority of the participants in both groups held a positive attitude toward the English song instruction. Furthermore, the experimental group’s learning motivation became significantly higher after the experiment.
The statistics suggest that although the researcher taught the low-achievers grammar by using English songs, the students’ academic performance did not improve significantly. However, it was observed that using English songs in class helped reduce learners’ anxiety and sense of uncertainty while they participated in classroom activities. Therefore, it is recommended that English teachers use English songs as part of grammar teaching to enhance students’ learning motivation and understanding of English grammatical concepts.		en_US
dc.description.tableofcontents ACKNOWLEDGEMENTS iii
TABLE OF CONTENTS v
LIST OF TABLES viii
LIST OF FIGURES viii
國立政治大學英國語文學系碩士在職專班 ix
碩士論文提要 ix
ABSTRACT xi
Chapter 1 INTRODUCTION 1
1.1 Background 1
1.2 Study Significance 2
1.3 Study Purpose 2
1.4 Research Questions 3
Chapter 2 LITERATURE REVIEW 5
2.0 Introduction 5
2.1 Defining Learning Motivation 5
2.2 Learning Motivation of Low Achievers 9
2.3 Grammar Taught with CA(CLT) 10
2.4 Songs and Language Instruction 14
Chapter 3 METHODOLOGY 17
3.0 Introduction 17
3.1 The Participants 17
3.2 The Instruments 18
3.3 Teaching Materials 22
3.4 Study Procedure 26
3.5 Data Analysis 29
Chapter 4 RESULTS 31
4.0 Introduction 31
4.1 Descriptive Statistics of the Motivation Questionnaire 31
4.2 Comparisons of English Grammar Test for Both Groups Before and After the Experiment 33
4.3 The participants’ Responses to the Grammar Instruction with English Songs 34
Chapter 5 DISCUSSION 39
5.0 Introduction 39
5.1 Research Question One 39
5.2 Research Question Two 41
5.3 Research Question Three 45
Chapter 6 CONCLUSION 49
6.1 Review of Research Findings 49
6.2 Pedagogical Implications 53
6.3 Limitations of The Study 55
6.4 Suggestions for Future Research 57
REFERENCES 61
APPENDIX A 105th GEPT (Reading Comprehension) 73
APPENDIX B Grammar English Test 81
APPENDIX C Table of Specifications for Grammar English Test 83
APPENDIX D Item-Total Statistics of EGT 84
APPENDIX E The Rose Lyrics 85
APPENDIX F Sugar Lyrics 87
APPENDIX G Wind Beneath My Wings Lyrics 91
APPENDIX H Everything At Once Lyrics 92
APPENDIX I Colors of the Wind Lyrics 96
APPENDIX J Let it Be Lyrics 100
APPENDIX K You Raise Me Up Lyrics 103
APPENDIX L We are the World Lyrics 105
APPENDIX M Questionnaire on English Learning Motivation 107
APPENDIX N Feedback Questionnaire for the Experimental Groups 109
APPENDIX O Lesson Plan For English Song Instruction On Grammar Learning 110		zh_TW
dc.format.extent 9223867 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0104951019en_US
dc.subject (關鍵詞) 英語歌曲zh_TW
dc.subject (關鍵詞) 低成就學生zh_TW
dc.subject (關鍵詞) 文法學習zh_TW
dc.subject (關鍵詞) 學習動機zh_TW
dc.subject (關鍵詞) 自我效能zh_TW
dc.subject (關鍵詞) 教學方法zh_TW
dc.subject (關鍵詞) English songen_US
dc.subject (關鍵詞) Low achieveren_US
dc.subject (關鍵詞) Grammar learningen_US
dc.subject (關鍵詞) Learning motivationen_US
dc.subject (關鍵詞) Self-efficacyen_US
dc.subject (關鍵詞) Teaching methoden_US
dc.title (題名) 英語歌曲融入教學對低成就國中生文法學習之成效研究zh_TW
dc.title (題名) The Effects of English Song Instruction on Grammar Learning for Low Achievers in Junior High Schoolen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Adams, N. E. (2015). Bloom’s taxonomy of cognitive learning objectives. Journal of the Medical Library Association: JMLA, 103(3), 152.
Bandura, A., & Walters, R. H. (1977). Social learning theory (Vol. 1). Prentice Hall: Englewood cliffs.
Bandura, A., Freeman, W. H., & Lightsey, R. (1999). Self-efficacy: The exercise of control.
Benson, M. J. (1991). Attitudes and motivation towards English: A survey of Japanese Freshman. RELC Journal, 22, 34-48.
Bloom, B. S., Englehart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives, handbook I: the cognitive domain. New York: David McKay Co.
Bolton, C. (2008). Language development and music: Music can help children learn to talk and communicate. Retrieved from.
Bloom, B. S. (1956). Taxonomy of educational objectives. Vol. 1: Cognitive domain. New York: McKay, 20(24), 1.
Brown, H. D (2007). Teaching by principles: An interview approach to language pedagogy. White Plain, New York: Longman.
Chase, C.I. (1999). Contemporary Assessment for Educators. Addison-Wesley Longman, 1185 Avenue of the Americas, New York, NY 10036.
Chen, Y. C. (2008). The effect of using English billboard songs on improving students’ writing motivation at St. Paul’s School in Kaohsiung. Unpublished Mater’s Thesis. National Kaohsiung Normal University.
Cheng, R. H (2016). Effects of Disney English Songs Instruction on English Learning Motivation and Academic Achievement of Ninth-Grade Junior High School Students. Master Thesis of National Kaohsiung Normal University.
Cheung, C. S. S., & Pomerantz, E. M. (2012). Why does parents` involvement enhance children`s achievement? The role of parent-oriented motivation. Journal of Educational Psychology, 104(3), 820.
Cho, Y. (2012). Cho, Y. G. (2012). The relationship between L2 learning motivation and context among Korean EFL students. ENGLISH TEACHING (영어교육), 67(1), 79-105.
Chu, C. L (2010). Teaching pupils English through popular English Songs. Unpublished Mater’s Thesis. National Yunlin University of Science & Technology.
Chang, S. C. (2011). A contrastive study of grammar translation method and communicative approach in teaching English grammar. English language teaching, 4(2), 13.
Cheung, C. S. S., & Pomerantz, E. M. (2012). Why does parents` involvement enhance children`s achievement? The role of parent-oriented motivation. Journal of Educational Psychology, 104(3), 820.
Csikszentmihalyi, M., & Schiefele, U. (1995). Motivation and ability as factors in mathematics experience and achievement. Journal for research in mathematics education, 26(2), 163-181.
Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological inquiry, 11(4), 227-268.
Dinets, J. (2015). The effects of songs in English language acquisition to English language learners.
Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge University Press.
Dornyei, Z. (2001). Teaching and Researching Motivation. Applied Linguistics in Action. Pearson Education Limited, Edinburgh Gate, Harlow, Essex, CM20 2JE, England. Web site: http://www. pearsoneduc. com.
Dornyei, Z.(2003). Attitudes, orientations and motivations in language learning: Advances in theory, research and applications. Language Learning, 53(1), May, 3-12.
Dowdall, C. B., & Colangelo, N. (1982). Underachieving gifted students: Review and implications. Gifted Child Quarterly, 26(4), 179-184.
Dweck, C.S. (2013). Self-theories: Their role in motivation, personality, and development. Psychology press.
Ebbinghaus, H. (1985). Remembering Ebbinghaus. Contemporary Psychology, 30(7), 519-523.
Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub‐Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel`s meta‐analysis. Reading research quarterly, 36(3), 250-287.
Elliot, A. J., & Covington, M. V. (2001). Approach and avoidance motivation. Educational Psychology Review,13(2), 73-92.
Ericksen, S. C. (1978). The Lecture. Memo to the Faculty. No. 60, April 1978.
Failoni, J. (1993). Music as Means to Enhance Cultural Awareness and Literacy in the Foreign Language Classroom. Mid-Atlantic Journal of Foreign Language Pedagogy, 1, 105.
Farjami, H. (2011). The effect of academic study on grammar attitude, grammar motivation, and perception of grammar relevance. Editors–in–Chief, 66.
Freeman, J. (1985). The early years: Preparation for creative thinking. Gifted Education International, 3(2), 100-104.
Ganyaupfu, E. M. (2013). Teaching methods and students’ academic performance. International Journal of Humanities and Social Science Invention, 2(9), 29-35.
Gardner, H. (1991). Intelligence in seven steps. Creating the Future. Perspective on educational change, 395-406.
Gardner, H. (1993). Multiple intelligences: The theory in practice. Basic books.
Gardner, H., & Hatch, T. (1989). Multiple Intelligences Go to School: Educational Implications of the Theory of Multiple Intelligences. Educational Researcher, 18(8), 4-10.
Garza, T. J. (1994). Beyond MTV: Music videos as foreign language text. Journal of the Imagination in Language Learning, 2, 106-110.
Ghorbani, M. R., & Nezamoshari`e, M. (2012). Cooperative Learning Boosts EFL Students` Grammar Achievement. Theory & Practice in Language Studies, 2(7).
Gow, L., & Kember, D. (1990). Does higher education promote independent learning? Higher education, 19(3), 307-322.
Graham, S., & Golan, S. (1991). Motivational influences on cognition: Task involvement, ego involvement, and depth of information processing. Journal of Educational psychology, 83(2), 187.
Hattie, J. A. (2009). Visible learning: a synthesis of 800+ meta-analyses on achievement. Abingdon.
Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational psychologist, 41(2), 111-127.
Holliday, A. (1994). Appropriate methodology and social context. Cambridge University Press.
Hoque, E. (2017). An introduction to the second language acquisition. Language Acquisition, 1-23.
Howatt, A. P. R., & Widdowson, H. G. (2004). A history of ELT. Oxford University Press.
Jacobs, G. M., & Farrell, T. S. (2003). Understanding and implementing the CLT (Communicative Language Teaching) paradigm. RELC journal, 34(1), 5-30.
Jafari, S. S. (2013). Motivated learners and their success in learning a second language. Theory and Practice in Language Studies, 3(10), 1913.
Jeamu, L., Kim, Y., & Lee, Y. (2008). A web-based program to motivate underachievers learning number sense. International Journal of Instructional Media, 35(2), 185e194
Jenkins, L. N., & Demaray, M. K. (2015). An investigation of relations among academic enablers and reading outcomes. Psychology in the Schools, 52(4), 379-389.
Johnson, D. (2017). The Role of Teachers in Motivating Students to Learn. BU Journal of Graduate studies in education, 9(1), 46-49.

Krashen, S. (1981). Second language acquisition. Second Language Learning, 3(7), 19-39.
Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of instructional development, 10(3), 2-10.
Kuo, C. L. (2010). The effects of English song-teaching instruction on English vocabulary ability and English learning attitude of low English achievers
(Master’s Thesis). National Taipei University of Education, Taiwan.
Larsen-Freeman, D. (1985). Techniques and Principles in Language Teaching. England: Oxford University Press.
Lai, H. T., & Ting, K. (2013). English language learners’ perception on motivational changes. English Language Teaching, 6(8), 10-20.
Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of educational psychology, 97(2), 184.
Lems, K. (2001). Using music in the adult ESL classroom. National Clearinghouse for ESL Literacy Education.
Lee, H. C. (2010). Applying English songs and rhymes to enhance EFL children’s rime awareness and learning motivation-a study of the second graders of Pingtung County. Unpublished Master’s Thesis. National Pingtung University of Education
Li, T., & Lynch, R. (2016). The relationship between motivation for learning and academic achievement among basic and advanced level students studying Chinese as a foreign language in years 3 to 6 at Ascot International School in Bangkok, Thailand. Scholar: Human Sciences, 8(1), 1-1.
Linnenbrink, E. A., & Pintrich, P. R. (2002). Motivation as an enabler for academic success. School psychology review, 31(3), 313-327.
Lozanov, G. (1978). Suggestology and outlines of suggestopedy (Vol. 2). Gordon & Breach Publishing Group.
Lyons, J. (1968). Introduction to Theoretical Linguistics. Cambridge: Cambridge University Press.
Margolis, H., & McCabe, P. P. (2003). Self-efficacy: A key to improving the
motivation of struggling learners. Preventing School Failure: Alternative
Education for Children and Youth, 47(4), 162-169.
Masgoret, A. M., & Gardner, R. C. (2003). Attitudes, motivation, and second
language learning: A meta‐analysis of studies conducted by Gardner and
associates. Language learning, 53(S1), 167-210.Maslow, A. (1970).
Motivation and personality. New York: Harper & Row.
McCall, R. B. (1922). On Definitions. Mastery motivation: Origins, conceptualizations, and applications, 12, 273.
Murphey, T. (1992). The discourse of pop songs. TESOL quarterly, 26(4), 770-774.
Murphey, T. (2013). Music and Song-Resource Books for Teachers. Oxford University Press.
Nunan, D. (1996). Towards autonomous learning: some theoretical, empirical and practical issues (pp. 13-26). Taking Control: Autonomy in Language Learning. Hong Kong: Hong Kong University Press.
Olsen, R. E. W. B., & Kagan, S. (1992). About cooperative learning. Cooperative language learning: A teacher’s resource book, 1-30.
Ouweneel, E., Schaufeli, W. B., & Le Blanc, P. M. (2013). Believe, and you will achieve: Changes over time in self‐efficacy, engagement, and performance. Applied Psychology: Health and Well‐Being, 5(2), 225-247.
Padwad, A. (2002). Review of teaching and learning in the language classroom. The English Teacher: An International Journal, 5(2), 191-193.
Peng, I. N. (2001). EFL Motivation and Strategy Use Among Taiwanese Senior High
School Learners. Unpublished master’s thesis, National Taiwan Normal
University, Taipei, Taiwan.
Pérez-López, D., & Contero, M. (2013). Delivering educational multimedia contents through an augmented reality application: A case study on its impact on knowledge acquisition and retention. Turkish Online Journal of Educational Technology-TOJET, 12(4), 19-28.
Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of educational Psychology, 95(4), 667.
Pajares, F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory into practice, 41(2), 116-125.
Pajares, F., & Valiante, G. (1999). Grade level and gender differences in the writing self-beliefs of middle school students. Contemporary educational psychology, 24(4), 390-405.
Purpura, J. E. (2004). Assessing grammar (Vol. 8). Cambridge University Press.
Reis, S. M., & McCoach, D. B. (2000). The underachievement of gifted students: What do we know and where do we go? Gifted child quarterly, 44(3), 152-170.
Reiss, S. (2009). Six motivational reasons for low school achievement. In Child & youth care forum (Vol. 38, No. 4, pp. 219-225). Springer US.
Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological bulletin, 130(2), 261.
Roever, C., & Pan, Y. C. (2008). Test review: GEPT: General English proficiency test. Language testing, 25(3), 403-408.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54–67. Testing, 25 (3), 403-418.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860.
Saaristo, P. (2015). Grammar is the heart of language: grammar and its role in language learning among Finnish university students. Voices of pedagogical development–Expanding, enhancing and exploring higher education language learning, 279-318.
Schellenberg, E. G. (2006). Long-term positive associations between music lessons and IQ. Journal of educational psychology, 98(2), 457.
Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational psychologist, 26(3-4), 207-231.
Schunk, D. H., Meece, J. R., & Pintrich, P. R. (2012). Motivation in education: Theory, research, and applications. Pearson Higher Ed.
Schunk, D. H., & Zimmerman, B. J. (1998). Self-regulation of learning and performance: Issues and educational applications. Lawrence Erlbaum Associates, Inc.
Shih, C. M. (2008). The general English proficiency test. Language Assessment Quarterly, 5(1), 63-76.
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of educational psychology, 85(4), 571.
Spolsky, B. (1990). Introduction to a colloquium: The scope and form of a theory of second language learning. TESOL quarterly, 24(4), 609-616.
Supplee, P. L. (1990). Reaching the gifted underachiever: Program strategy and design. Teachers College Press.
Swain, M., & Lapkin, S. (1995). Problems in output and the cognitive processes they generate: A step towards second language learning. Applied linguistics, 16(3), 371-391.
Tu, C. S. (2007). Educational reform in Taiwan: Retrospect and prospect. Ministry of Education. Available: https://english. moe. gov. tw/cp-13-14093-78A57-1. html.
Tuan, L. T. (2011). An Empirical Research into EFL Learners` Motivation. Theory &
Practice in Language Studies, 2(3).
Tuan, L. T. (2011). EFL Learners` Motivation Revisited. Theory & Practice in Language Studies, 1(10).
Van den Broeck, A., Vansteenkiste, M., De Witte, H., Soenens, B., & Lens, W. (2010). Capturing autonomy, competence, and relatedness at work: Construction and initial validation of the Work‐related Basic Need Satisfaction scale. Journal of occupational and organizational psychology, 83(4), 981-1002.
Van Eerde, W., & Thierry, H. (1996). Vroom`s expectancy models and work-related criteria: A meta-analysis. Journal of applied psychology, 81(5), 575.
Weiner, B. (1992). Intrapersonal and interpersonal theories of motivation from an attribution perspective. In Student motivation (pp. 17-30). Springer, Boston, MA.
Whitmore, J. R. (1980). Gifted children with handicapping conditions: A new frontier. Exceptional Children, 48(2), 106-114.
Wu, J. R. (2008). GEPT and English language teaching and testing in
Taiwan. Language Assessment Quarterly, 9(1), 11-25.


 		zh_TW
dc.identifier.doi (DOI) 10.6814/NCCU202101120en_US