The Analysis of Combining Motivation and Learning Strategies in Elementary English Teaching on the Teaching Process and Result

• Main Authors: Meng-Ya Hung, 洪孟雅
• Other Authors: Chin-Tsai Chu
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/06534916840705720042

碩士 === 國立屏東師範學院 === 國民教育研究所 === 91 === The purposes of this study were to investigate the process and result of combining motivation and learning strategies in elementary English teaching and analyze the suitability of this teaching model. This study used qualitative method to analyze the teaching process. The subjects were 25 fifth-grade students from an elementary school and received 8 weeks, twice a week , 40 minutes a time of combining motivation and learning strategies English teaching. The researcher combined Keller''''s ARCS motivational designing model and Palinscar’s reciprocal teaching and Paris’s metacognitive strategies to structure the teaching. The entire process of teaching was video-taped and analyzed by the researcher. Also, quantitative data, included ”Learning Motivation Questionnaire” ,”Strategy Inventory for Language Learning”, ”English Learning Achievement Test” were analyzed the differences of pretest and protest by Paired-sample T test . Chi —square test was used to test the differences of the progress and retrogression percentage between different levels of students. Moreover , the researcher analyzed the results of teaching based on students’ materials of reaction and interviews . Finally , the researcher analyzed the suitability of this teaching model based on the process and result of teaching and also from the opinions of English teacher and parents . The main finding were as following: First, from the analyses of the teaching process : 1.In combining motivation and learning strategies English teaching , students had positive motivational reaction. 2.In combining motivation and learning strategies English teaching , students could use the learning strategies which the researcher taught. 3.In combining motivation and learning strategy English teaching, students could acquire the content of English teaching. Second, from the analyses of the teaching result: 1.From the quantitative analyses, there were no significant differences on ”Motivation ”, ”Confidence”, ” Satisfaction”, ”Attention” and ”Relevance” between pretest and posttest；in further analyses, students had a higher percentage of progress on ”Motivation ” and also, from the qualitative analyses, students had positive reaction on ”Motivation ”. 2.From the quantitative analyses, there were no significant differences on ”Practice and Effect of learning strategy”, ”evaluation strategy ”and ” regulation strategy ”, between pretest and posttest , but there were significant differences on ”planning strategy ” and ” executive strategy” between pretest and posttest ；in further analyses, students had a higher percentage of progress on ” Practice and Effect on learning strategy” and also, from the qualitative analyses, students had positive reaction on ” Practice and Effect of learning strategy”. 3.From the quantitative analyses, there were no significant differences on ”English Learning Achievement” between pretest and posttest；in further analyses, students had a higher percentage of progress on ”English Learning Achievement ” and also, from the qualitative analyses , students had positive reaction on ” English Learning Achievement”. Third, from the suitability of this teaching model: Based on the process and results of teaching and the opinions of students, English teacher and parents in the study , combining motivation and learning strategies English teaching was suitable and it could provide some references for the elementary English teaching. The researcher discussed and made suggestions based upon the above research results for educational applications and future studies.