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題名 電子繪本教學對國小英語補救教學學生認字表現之成效
The effects of electronic storybook instruction on the English word recognition performance of elementary school students in remedial instruction
作者 蔡依儒
Tsai, Yi Ju
貢獻者 余明忠
Yu, Ming Chung
蔡依儒
Tsai, Yi Ju
關鍵詞 電子繪本
認字表現
補救教學
electronic storybooks
word recognition performance
remedial instruction
日期 2009
上傳時間 4-Sep-2013 14:54:40 (UTC+8)
摘要 本研究在探討英語電子繪本教學對於國小學生在認字表現以及學習態度的影響。此研究以54位來自台中市四年級英語低成就的小學生為研究對象，他們分別來自7個不同的班級，這54位學生被分成實驗組跟對照組，兩組無論在數量、性別、背景以及認字表現上皆相似。實驗組實施電子繪本教學而對照組則實施紙本繪本教學，每週上課一次，經過16週的教學後，兩組皆進行認字表現測驗及施以英語學習態度問卷。蒐集測驗及問卷所得的資料以獨立樣本t檢定及相對樣本t檢定來進行統計分析，研究結果顯示實驗組及對照組在認字表現及學習態度皆有顯著差異，電子繪本組在認字表現測驗成績比紙本繪本組好，而且英語低成就學生在電子繪本教學後，學習態度有正向的改變。希望實驗的結果能幫助老師提升學生的認字能力並且廣泛推行英語電子繪本教學。最後，研究者根據實驗的結果，對未來研究方向提出一些建議。
This study investigated the effects of the electronic storybook instruction on the word recognition performance of elementary school students. Additionally, the effects of the electronic storybook instruction on students’ English learning attitudes were explored. Fifty four fourth-grade underachievers selected from seven classes at an elementary school in Taichung City were the participants of this study. The participants were divided into two groups and they were matched based on the numbers, gender, background, and word recognition performance. The control group received picture book instruction, while the experimental group took electronic storybook instruction once a week. The Word Recognition Test and Learning Attitude Questionnaire were administered to both groups after the 16-week instruction. The data collected from pre-test, post-test, pre-questionnaire, and post-questionnaire were analyzed by an independent samples t test and a paired samples t test. The results showed there were significant differences between the two groups in their word recognition performance and English learning attitudes. The results presented that the underachievers receiving electronic storybook instruction performed significantly better than those who received picture book instruction on word recognition performance. Moreover, it was found that electronic storybook instruction positively changed the underachievers’ English learning attitudes. It is hoped that the findings will help teachers improve students’ word recognition ability and promote the widely adoption of electronic storybooks. Based on the findings of this study, some suggestions for the future research were offered at last.
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描述 碩士
國立政治大學
英語教學碩士在職專班
96951014
98
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0096951014
資料類型 thesis
dc.contributor.advisor 余明忠zh_TW
dc.contributor.advisor Yu, Ming Chungen_US
dc.contributor.author (Authors) 蔡依儒zh_TW
dc.contributor.author (Authors) Tsai, Yi Juen_US
dc.creator (作者) 蔡依儒zh_TW
dc.creator (作者) Tsai, Yi Juen_US
dc.date (日期) 2009en_US
dc.date.accessioned 4-Sep-2013 14:54:40 (UTC+8)-
dc.date.available 4-Sep-2013 14:54:40 (UTC+8)-
dc.date.issued (上傳時間) 4-Sep-2013 14:54:40 (UTC+8)-
dc.identifier (Other Identifiers) G0096951014en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/60021-
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) 96951014zh_TW
dc.description (描述) 98zh_TW
dc.description.abstract (摘要) 本研究在探討英語電子繪本教學對於國小學生在認字表現以及學習態度的影響。此研究以54位來自台中市四年級英語低成就的小學生為研究對象，他們分別來自7個不同的班級，這54位學生被分成實驗組跟對照組，兩組無論在數量、性別、背景以及認字表現上皆相似。實驗組實施電子繪本教學而對照組則實施紙本繪本教學，每週上課一次，經過16週的教學後，兩組皆進行認字表現測驗及施以英語學習態度問卷。蒐集測驗及問卷所得的資料以獨立樣本t檢定及相對樣本t檢定來進行統計分析，研究結果顯示實驗組及對照組在認字表現及學習態度皆有顯著差異，電子繪本組在認字表現測驗成績比紙本繪本組好，而且英語低成就學生在電子繪本教學後，學習態度有正向的改變。希望實驗的結果能幫助老師提升學生的認字能力並且廣泛推行英語電子繪本教學。最後，研究者根據實驗的結果，對未來研究方向提出一些建議。zh_TW
dc.description.abstract (摘要) This study investigated the effects of the electronic storybook instruction on the word recognition performance of elementary school students. Additionally, the effects of the electronic storybook instruction on students’ English learning attitudes were explored. Fifty four fourth-grade underachievers selected from seven classes at an elementary school in Taichung City were the participants of this study. The participants were divided into two groups and they were matched based on the numbers, gender, background, and word recognition performance. The control group received picture book instruction, while the experimental group took electronic storybook instruction once a week. The Word Recognition Test and Learning Attitude Questionnaire were administered to both groups after the 16-week instruction. The data collected from pre-test, post-test, pre-questionnaire, and post-questionnaire were analyzed by an independent samples t test and a paired samples t test. The results showed there were significant differences between the two groups in their word recognition performance and English learning attitudes. The results presented that the underachievers receiving electronic storybook instruction performed significantly better than those who received picture book instruction on word recognition performance. Moreover, it was found that electronic storybook instruction positively changed the underachievers’ English learning attitudes. It is hoped that the findings will help teachers improve students’ word recognition ability and promote the widely adoption of electronic storybooks. Based on the findings of this study, some suggestions for the future research were offered at last.en_US
dc.description.tableofcontents Acknowledgements…………………………………………………………………...iii
Chinese Abstract…………………………………………………………………….viii
English Abstract………………………………………………………………………ix
Chapter One: Introduction……………………………………………………………..1
Background and Motivation……………………………………………………...1
Purpose of the Study……………………………………………………………...3
Significance of the Study………………………………………………………...4 Organization of the Study………………………………………………………...5
Chapter Two: Literature Review……………………………………………………6
The Importance of Vocabulary Learning…………………………………………6
Picture Books and Vocabulary Learning………………………………………8
Picture Books……………………………………………………………….8
The Values of Picture Books………………………………………………..10
Benefits of Picture Books on Vocabulary Learning………………………...14
Electronic Storybooks and Vocabulary Learning………………………………15
Electronic Storybooks………………………………………………………16
The Values of Electronic Storybooks………………………………………20
Benefits of Electronic Storybooks on Vocabulary Learning………………..22
Related Studies of Comparison between Picture Books and
Electronic Storybooks………………………………………………………25
Word Recognition……………………………………………………………….26
Remedial Instruction in Taiwanese Context…………………………………….27
English Learning Attitude………………………………………………………29
Critiques on the Previous Research……………………………………………..30
Chapter Three: Methodology………………………………………………………32
Participants……………………………………………………………………...32
Instruments……………………………………………………………………33
Teaching Materials………………………………………………………….34
Taipei County Student English Proficiency Test - Grade 4…………………36
Word Recognition Test……………………………………………………..37
Learning Attitude Questionnaire……………………………………………38
Procedure………………………………………………………………………40
Comparison between the Two Groups in the Pretest…………………………...41
Teaching Process………………………………………………………………..42
Picture Book Instruction…………………………………………………….44
Electronic Storybook Instruction…………………………………………...45
Data Analysis…………………………………………………………………47
Chapter Four: Results………………………………………………………………...48
Post-test…...…………………………………………………………………….48
English Learning Attitude Questionnaire………………………………………50
Chapter Five: Discussion…………………………………………………………….58
Effects of Electronic Storybook Instruction on Word Recognition
Performance………………………………………………………………58
Effects of Electronic Storybook Instruction on English Learning
Attitudes…………………………………………………………………….64
Chapter Six: Conclusion……………………………………………………………68
Summary of Findings…………………………………………………………...68 Pedagogical Implications………………………………………………………70
Limitations of this Study………………………………………………………..72
Suggestions for Future Research………………………………………………..73
References……………………………………………………………………………75
Appendix A: Taipei County Student English Proficiency Test - Grade 4……………82
Appendix B: Word Recognition Test………………………………………………...88
Appendix C: Learning Attitude Questionnaire (Chinese Version)…………………..93
Appendix D: Learning Attitude Questionnaire (English Version)…………………...95
Appendix E: Cameron (2001) Knowing About a Word……………………………...97
Appendix F: Lesson Plan (Control Group)…………………………………………..98
Appendix G: Lesson Plan (Experimental Group)…………………………………100
Appendix I: Worksheet………….…………………………………………………..102		zh_TW
dc.format.extent 1422959 bytes-
dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0096951014en_US
dc.subject (關鍵詞) 電子繪本zh_TW
dc.subject (關鍵詞) 認字表現zh_TW
dc.subject (關鍵詞) 補救教學zh_TW
dc.subject (關鍵詞) electronic storybooksen_US
dc.subject (關鍵詞) word recognition performanceen_US
dc.subject (關鍵詞) remedial instructionen_US
dc.title (題名) 電子繪本教學對國小英語補救教學學生認字表現之成效zh_TW
dc.title (題名) The effects of electronic storybook instruction on the English word recognition performance of elementary school students in remedial instructionen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Allen, V. F. (1983). Techniques in Teaching Vocabulary. Oxford, UK: Oxford University Press.
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