Effects of Interactive English Picture Storybook Read-Aloud Activities on Pre-school Children's Vocabulary Learning, Intrinsic Motivation and Responses

• Main Authors: Fuh-Jyu Lin, 林富菊
• Other Authors: Wen-Shann Hwang
• Format: Others
• Language: en_US
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/40284386191733535847

碩士 === 南台科技大學 === 應用英語系 === 93 === ABSTRACT This study evaluated the effect of interactive English picture storybook read-aloud on preschool children's vocabulary learning and their intrinsic motivation toward reading. Moreover, the children’s responses during class were observed and described. Twenty reschool children participated in this study and were randomly assigned to two groups: the control group (no treatment), and the experimental group (interactive read-aloud). The results are shown as follows: 1. According to the result of the three vocabulary tests, the experimental group has higher gains than the control group. On vocabulary test 3, the differences are statistically significant. 2. The results of the intrinsic motivation survey show that the experimental group has significantly higher perceived competence and lower learning pressure/tension. In the interest/enjoyment domain, there is no significant difference between the two groups. 3. Preschool children’s responses to stories are frequently nonverbally. They show their responses by acting out the stories or imitating the characters. Moreover, their verbal responses are usually related with their personal experiences. Additionally, when they feel highly interested in a story, they further take over the story and their responses become much more creative and imaginative. On the basis of the findings, it is necessary for teachers to spend time reading stories interactively with young children. However, for enhancing children’s language learning, it has the same importance to select appropriate storybooks, design various extension activities and read stories repeatedly to children. Moreover, when reading stories to young children, teachers should link the story with children’s life experiences and provide them sufficient time and opportunities to respond to stories.