| Summary: | 碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 95 === The study aimed to investigate the effects of using nursery rhymes instruction on fourth-grade students’ English phonological awareness and learning motivation. This study adopted a one-factor quasi-experimental design. Forty fourth graders from an elementary school in Miaoli county were recruited and were assigned as the experimental group and the control group respectively, with similar level of English learning achievement. Meanwhile, the subjects did not take any English lessons outside school during the experimental period. The experimental group received nursery rhymes English teaching with phonological awareness training, while the control group received the conventional English teaching with phonological awareness training.
The instruments used in this study included the pre/post English Phonological Awareness Tests and Learning Movitation Questionnaire. Before the experiment, phonological awareness test was conducted, which revealed that there was no significant difference in the performance between the two group. After the experimental period, which lasted for 8 weeks, each with 80 minutes for two classes, data collected from phonological awareness post-test and Learing Motivation Questionnaire were analyzed quantitatively with descriptive statistics, independent-samples t-tests and dependent-samples t-tests.
The results showed that by between-group comparison, the experimental group performed significantly better than the control group in English Phonological Awareness test. Post-test within group comparison suggested that the experimental group made significantly more progress in phonological awareness performance than the control group, although both group did make improvement between pre- and post- test of phonological awareness test. In addition, data collected from Learning Motivation Questionnaire also indicated that the experimental group developed a very positive and supportive attitude toward the adoption of nursery rhymes instruction in their English teaching. Based on the findings of this study, suggestions for the directions of further research and for those who are interested in the implementing of nursery rhymes and other subject areas were offered at the end.
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