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題名 運用自創英文饒舌歌曲提升國中課後英語加強班學生學習動機之研究
The Effect of Using Self-Composed Rap Songs in a Junior High School EFL Classroom: Enhancing Learning Motivation for Students of After-School English Remedial Class
作者 邱書偉
Chiu, Shu-Wei
貢獻者 余明忠
Yu, Ming-Chung
邱書偉
Chiu, Shu-Wei
關鍵詞 英語饒舌歌曲
學習動機
押韻字
English rap songs
Learning motivation
Rhyming words
日期 2023
上傳時間 1-Sep-2023 16:29:53 (UTC+8)
摘要 對於語言學習而言，歌曲往往扮演著重要之腳色。第二語言學者 Tim Murphey及Kristin Lems等人發現，將歌曲融入語言學習中，不僅能提升學生學習動機，也有助於提升學習成效。研究者自青少年時期即是音樂愛好及表演者，本研究結合自身專長並運用國中基本1200單字及課本單字所自創之三首英文饒舌歌曲，應用於九位八年級英語課後加強班學生學習動機影響之研究，此研究所在學校為桃園市郊區之一所公立國中。九位參與者中，五位學生未通過補救教學測驗為低學習成就者，另四位通過補救教學測驗並自願參加課後英語加強班。

本研究的教學期間從民國一百一十年十月至民國一百一十一年一月，為期十二週，每週一堂五十分鐘的課程。資料蒐集與分析使用以下工具：(a)英語學習動機量表前後測、(b)英語饒舌歌曲問卷調查表、(c)半結構問題訪談、(d)學生日記，以及(e)英語單字檢測成績，來記錄並審視參與者的學習動機和單字學習成效的變化。

本研究發現，參與者在參與課程後，除了學習動機有明顯程度之提升，亦在單字檢定考試方面，有顯著之進步。相較於課程進行前對於英文學習消極的狀態，學生在課程中間逐漸培養對於英語學習之興趣，建立對於口說之語感，並更願意投入於英文相關活動。最後，研究者亦歡迎教育工作者使用其個人參照國中基本1200單字所編之英語單字押韻表，協助學生建立對於朗誦英文之語感。
Songs often play an essential role in language learning. Researchers, Tim Murphey and Kristin Lems in the field of EFL and ESL found that incorporating songs into language learning increases students’ motivation and improves learning outcomes. The researcher has been a music enthusiast and performer since his adolescence. To connect his interest and specialty into the current research, he composed three rap songs using the 1200 must-learn vocabulary for junior high school and the vocabulary in the textbook as instructional materials to assess the influences on the motivational changes of the nine eighth graders in the after-school English remedial class. The school is a public junior high school located in the suburbs of Taoyuan City in Northern Taiwan. In the study, five participants were students who did not pass the English remedial exam and were low achievers. The other four participants passed the exam but also volunteered to attend the course.

The whole teaching procedure started from October 2021 to January 2022, and there were 12 lessons, each lesson for 50 minutes. The following instruments were used to assess the motivational changes and the vocabulary learning effectiveness of the participants: (a) The English learning motivation questionnaire pre-test and post-test, (b) The rap song learning feedback sheet, (c) Semi-structured interview, (d) Student journals, (e) The scores on the vocabulary exams.

The participants showed an obvious improvement in learning motivation and notable progress in vocabulary exams after engaging in the course. Compared to their negative attitude towards English learning before the lessons, students gradually developed an interest in English learning, established a sense of fluency in speaking, and became more willing to engage in English-related activities during and after the course. Lastly, the researcher also welcomes educators to utilize the English rhyming words list he invented to assist students in cultivating a sense of fluency in reciting English.
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描述 碩士
國立政治大學
英語教學碩士在職專班
108951012
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0108951012
資料類型 thesis
dc.contributor.advisor 余明忠zh_TW
dc.contributor.advisor Yu, Ming-Chungen_US
dc.contributor.author (Authors) 邱書偉zh_TW
dc.contributor.author (Authors) Chiu, Shu-Weien_US
dc.creator (作者) 邱書偉zh_TW
dc.creator (作者) Chiu, Shu-Weien_US
dc.date (日期) 2023en_US
dc.date.accessioned 1-Sep-2023 16:29:53 (UTC+8)-
dc.date.available 1-Sep-2023 16:29:53 (UTC+8)-
dc.date.issued (上傳時間) 1-Sep-2023 16:29:53 (UTC+8)-
dc.identifier (Other Identifiers) G0108951012en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/147302-
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) 108951012zh_TW
dc.description.abstract (摘要) 對於語言學習而言，歌曲往往扮演著重要之腳色。第二語言學者 Tim Murphey及Kristin Lems等人發現，將歌曲融入語言學習中，不僅能提升學生學習動機，也有助於提升學習成效。研究者自青少年時期即是音樂愛好及表演者，本研究結合自身專長並運用國中基本1200單字及課本單字所自創之三首英文饒舌歌曲，應用於九位八年級英語課後加強班學生學習動機影響之研究，此研究所在學校為桃園市郊區之一所公立國中。九位參與者中，五位學生未通過補救教學測驗為低學習成就者，另四位通過補救教學測驗並自願參加課後英語加強班。

本研究的教學期間從民國一百一十年十月至民國一百一十一年一月，為期十二週，每週一堂五十分鐘的課程。資料蒐集與分析使用以下工具：(a)英語學習動機量表前後測、(b)英語饒舌歌曲問卷調查表、(c)半結構問題訪談、(d)學生日記，以及(e)英語單字檢測成績，來記錄並審視參與者的學習動機和單字學習成效的變化。

本研究發現，參與者在參與課程後，除了學習動機有明顯程度之提升，亦在單字檢定考試方面，有顯著之進步。相較於課程進行前對於英文學習消極的狀態，學生在課程中間逐漸培養對於英語學習之興趣，建立對於口說之語感，並更願意投入於英文相關活動。最後，研究者亦歡迎教育工作者使用其個人參照國中基本1200單字所編之英語單字押韻表，協助學生建立對於朗誦英文之語感。		zh_TW
dc.description.abstract (摘要) Songs often play an essential role in language learning. Researchers, Tim Murphey and Kristin Lems in the field of EFL and ESL found that incorporating songs into language learning increases students’ motivation and improves learning outcomes. The researcher has been a music enthusiast and performer since his adolescence. To connect his interest and specialty into the current research, he composed three rap songs using the 1200 must-learn vocabulary for junior high school and the vocabulary in the textbook as instructional materials to assess the influences on the motivational changes of the nine eighth graders in the after-school English remedial class. The school is a public junior high school located in the suburbs of Taoyuan City in Northern Taiwan. In the study, five participants were students who did not pass the English remedial exam and were low achievers. The other four participants passed the exam but also volunteered to attend the course.

The whole teaching procedure started from October 2021 to January 2022, and there were 12 lessons, each lesson for 50 minutes. The following instruments were used to assess the motivational changes and the vocabulary learning effectiveness of the participants: (a) The English learning motivation questionnaire pre-test and post-test, (b) The rap song learning feedback sheet, (c) Semi-structured interview, (d) Student journals, (e) The scores on the vocabulary exams.

The participants showed an obvious improvement in learning motivation and notable progress in vocabulary exams after engaging in the course. Compared to their negative attitude towards English learning before the lessons, students gradually developed an interest in English learning, established a sense of fluency in speaking, and became more willing to engage in English-related activities during and after the course. Lastly, the researcher also welcomes educators to utilize the English rhyming words list he invented to assist students in cultivating a sense of fluency in reciting English.		en_US
dc.description.tableofcontents ACKNOWLEDGES iii
CHINESE ABSTRACT x
ENGLISH ABSTRACT xi

Chapter 1 INTRODUCTION 1
Background and Motivation of the Study 1
Purpose of the Study 5
Significance of the Study 5

Chapter 2 LITERATURE REVIEW 7
Learning Motivation- Definition of Motivation 7
Theories of Learning Motivation 8
Achievement Motivation Theory 8
Expectancy-value Theory of Motivation 9
Self-efficacy Theory 10
Attribution Theory 11
Self-determination Theory 12
Gardner’s Theory 12
Pintrich’s Motivation Theory 13
Song Instruction and Learning Motivation 18
Song Instruction and Vocabulary Learning 20
Rap Music 20
Looking into Rap Music 20
History and Elements of Rap 22
The Application of Rap Songs in Language Learning 22
Research Questions 28

Chapter 3 METHODOLOGY 29
The Participants 29
Reasons for Inclusion of the Participants 30
Reasons for the Participants to Attend the Course 31
The Context 32
Teaching Materials 35
Research Instruments 37
English Learning Motivation Questionnaire Pre-test and Post-test 38
The Rap Song Learning Feedback Sheet 40
Semi-structured Interview 41
Student Journals 42
The Vocabulary Exams 43
Procedure of Rap Song Instruction 43
Data Collection and Analysis 46
Data Collection 46
Data Analysis 46

Chapter 4 RESULTS 49
Introduction 49
Results to Research Question 1 49
Results to Research Question 2 55
(a) The Rap Song Learning Feedback Sheet 56
(b) Semi-structured Interview 61
(c) The Student Journals 71
Results to Research Question 3 76

Chapter 5 DISCUSSION 79
Answers to Research Question 1 80
Answers to Research Question 2 85
Answers to Research Question 3 88
Summary 89

Chapter 6 CONCLUSION 91
Summary of the Study 91
Pedagogical Implicatons 93
Limitations of the Study 96
Suggestions for Future Research 96

References 98
Appendices 110

Appendix A- Core Elements and Commonly-used Terms in Rap Music 110

Appendix B- Vocabulary with Rhymes from the 1200-word List for Junior High Schools 111

Appendix C- Lyrics of the Song-Jerry’s Story 112

Appendix D- Lyrics of the Song-Learning English Is Easy 113

Appendix E- Lyrics of the Song-The Way 114

Appendix F- English Learning Motivation Questionnaire 115

Appendix G- The Rap Song Learning Feedback Sheet 117

Appendix H- Semi-structured Interview 118

Appendix I- First Period of Rap Song Instruction-
Student Journals on the Learning of the Song-Jerry’s Learning Story 119

Appendix J- Second Period of Rap Song Instruction-
Student Journals on the Learning of the Song- Learning English Is Easy 122

Appendix K- Third Period of Rap Song Instruction- Student Journals on the Learning of the Song- The Way - 125

Appendix L- Fourth Period of Rap Song Instruction- Student Journals on the Recording Activity - 128

Appendix M- The Test Paper of the Vocabulary Exam 130

Appendix N- The Participants’ Homeroom Teacher’s Feedback for the Rap Song Instruction 132		zh_TW
dc.format.extent 4823986 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0108951012en_US
dc.subject (關鍵詞) 英語饒舌歌曲zh_TW
dc.subject (關鍵詞) 學習動機zh_TW
dc.subject (關鍵詞) 押韻字zh_TW
dc.subject (關鍵詞) English rap songsen_US
dc.subject (關鍵詞) Learning motivationen_US
dc.subject (關鍵詞) Rhyming wordsen_US
dc.title (題名) 運用自創英文饒舌歌曲提升國中課後英語加強班學生學習動機之研究zh_TW
dc.title (題名) The Effect of Using Self-Composed Rap Songs in a Junior High School EFL Classroom: Enhancing Learning Motivation for Students of After-School English Remedial Classen_US
dc.type (資料類型) thesisen_US
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