Elementary school homeroom teachers utilizing children’s English literatures to assist students’ English learning：An action research study

• Main Authors: Yei-ping Shen, 沈宜屏
• Other Authors: 田耐青
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/63252001613510621906

碩士 === 國立台北師範學院 === 兒童英語教育研究所 === 91 === Elementary school homeroom teachers utilizing children’s English literatures to assist students’ English learning：An action research study Abstract The purpose of this study was to assist elementary school students’ English learning through homeroom teacher’s guided reading of children’s English literatures during the morning recess time. Starting from the spring semester in 2002, the researcher selected her fifth grade students in a school in Taipei to head off the research. During this period, she used six children’s English literatures to carry out six lessons, and thus developed a suitable teaching method of 3P3R (Predict three times Read, Recite and Review). Furthermore, in the fall semester of the same year, she continued with the research using four children’s English literatures and four different teaching methods. There are three research questions：1. What teaching methods can elementary homeroom teachers of fifth and sixth grade students use to lead students in reading English literatures? 2. What follow-up activities can the teachers use to extend the students’ English learning? 3. What can the researcher gain from this action research study? The process of the research is as follows.1. The researcher discovered problems in the class. 2. Information was collected to elucidate the problems. 3. Six children’s English literatures were used for the pilot study. 4. Four teaching methods were used during the action research period; consequently expending to the design of follow-up activities. 5. Corrections were made when researcher encountered problems during guided reading and follow-up activities. 6. Collecting data to realize students’ responses to the teaching methods and the follow-up activities. The research findings were as below: 1. Most fifth and sixth grade students enjoyed reading methods that they can involve in, such as 3P3R, SQ3R. DRTA and REAP reading methods were least acceptable because their tasks were too difficult. 2. Different sex and different level students liked different follow-up activities: high ability students liked spelling tests and reading by themselves, low ability students liked guided reading whereas disliked spelling tests；female students liked writing story map more than male students. 3. Students have made progress in their reading, spelling and writing performance. 4. Utilizing children’s English literatures can increase children’s confidence and likeness towards learning English. 5.Through the process of this action research study, the researcher benefited from professional developments and also gained self-confidence. Based on the result of the research, conclusions and recommendation were made for educators and future researchers. Keywords: reading education children’s English literature action research