The Effects of Peer-assisted Instruction of English on Elementary School Students' English Learning

• Main Authors: Wei, Ling Ju, 魏伶如
• Other Authors: Jan, Hung Chu
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/98293864062330909466

碩士 === 國立新竹教育大學 === 教育學系碩士班 === 95 === The main purpose of this study is to investigate the effects of peer-assisted instruction of English on elementary school students. The effects of peer-assisted instruction are examined by students’ English learning achievement and English learning interests. A quasi-experimental design was employed in this study. Two fifth grade classes at one elementary school in Miaoli county participated in this study. The experimental group received peer-assisted instruction of English, while the control group received traditional instruction of English. A total of four lessons were learned by each group in 12 weeks. There were one teacher and four peers taught English in the experimental group, while there was only one teacher taught English in the control group. The teacher of the two classes is the same person. At the end of 12 week instruction, both groups were administered English achievement test. The students were also questioned and interviewed about their English learning interests. ANCOVA, T-test, frequency distribution and percentage were used to analyze the collected data. The main results of this study were as follows: 1. There was no significant difference between the experimental group and the control group in their performance on (1) the sentence listening test, (2) the vocabulary recognizing test, and(3) the sentence recognizing test, except the vocabulary listening test. 2. There was significant difference between the experimental group and the control group in their interests in learning English. 3. The experimental group students were glad to participate in English discussion. Besides, they felt less anxious than before. 4. The students in experimental group like to use some easy English vocabularies in their daily communication. Base on these results, suggestions for English teaching practices and further research were proposed.