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Improving English learning motivatio...

Chen, Yi-Ting.

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Improving English learning motivation and performance of rural elementary school students in Taiwan.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Improving English learning motivation and performance of rural elementary school students in Taiwan./
作者:	Chen, Yi-Ting.
面頁冊數:	203 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.
Contained By:	Dissertation Abstracts International75-11A(E).
標題:	Education, Foreign Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3629907
ISBN:	9781321073638

Improving English learning motivation and performance of rural elementary school students in Taiwan.
Chen, Yi-Ting.

Improving English learning motivation and performance of rural elementary school students in Taiwan. - 203 p.

Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.

Thesis (Ph.D.)--Indiana University, 2014.

The purpose of this study was to investigate the extent to which providing supplementary English learning resources and instruction within an established motivational framework (i.e. ARCS) could enhance the English performances and learning motivation of rural elementary school students in Taiwan. A mixed methods embedded design was utilized to first explore rural elementary school students' preferences for resources (eg. songs, video cartoons, video games and comic strips) and then design and implement a supplementary curriculum incorporating student preferences following the ARCS model (Keller, 1987) and linking to the themes addressed in regular English instruction.

ISBN: 9781321073638Subjects--Topical Terms:

1064562
Education, Foreign Language.

Improving English learning motivation and performance of rural elementary school students in Taiwan.
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245 1 0 $a Improving English learning motivation and performance of rural elementary school students in Taiwan.
300 $a 203 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.
500 $a Adviser: Larry J. Mikulecky.
502 $a Thesis (Ph.D.)--Indiana University, 2014.
520 $a The purpose of this study was to investigate the extent to which providing supplementary English learning resources and instruction within an established motivational framework (i.e. ARCS) could enhance the English performances and learning motivation of rural elementary school students in Taiwan. A mixed methods embedded design was utilized to first explore rural elementary school students' preferences for resources (eg. songs, video cartoons, video games and comic strips) and then design and implement a supplementary curriculum incorporating student preferences following the ARCS model (Keller, 1987) and linking to the themes addressed in regular English instruction.
520 $a In phase one of the study, fifty-seven fifth grade students from six rural elementary schools chose English songs, English cartoons, English video games and English comic books as their most prefered learning resources. In phase two, during the three months of supplementary instruction in one rural school, levels of twenty-two fifth and sixth grade student's motivated English learning behaviors were observed and recorded. Pre and post student English learning motivation questionaires and English achievement tests were administered to the supplementary instruction students and to a matched group who only received regular class instruction. The supplementary materials and instructional activities were evaluated using ARCS categories and criteria. The supplementary curriculum was judged to be systematically faithful to the ARCS framework and aroused the fifth and sixth grade students' interest from the beginning. Nearly all students looked excited and appeared to be paying attention in class during the first four weeks. As the curriculum continued, the proportion of the students and student time simply attending gradually decreased as the proportion of time and class members actively engaged with learning activities gradually increased. Questionaire scores for motivation to learn English increased in most areas. The intervention group's English proficiency scores significantly improved after receiving the supplementary instruction while the matched regular class scores actually declined.
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650 4 $a Education, Elementary. $3 516171
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