The Impacts of the Chinese-English Curriculum on Fifth Graders' English Achievement Performance and Learning Motivation

• Main Authors: Ho Hsin-yi, 何欣怡
• Other Authors: Chen Chin-fen
• Format: Others
• Language: en_US
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/11367185327676080628

碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 95 === This research aimed to investigate the impacts of Chinese-English Integrated Curriculum (CEIC) on fifth graders’ English achievement performance and their English learning motivation and attitudes. Several research tools were utilized to collect data required for the research, including Questionnaires on students’ background information, their English learning motivation and attitudes before and after the one-semester CEIC instruction, their response to CEIC, formal school achievement test results, selected interviews, and class observation, which were further triangulated with tape-recording, teaching journals, and the mentor teacher’s class observation. Data collected were compared by means of the Paired Samples t test to see whether students made any significant difference in their English achievement performance and their learning motivation before and after the study. The statistic data show that students’ English learning motivation and attitudes before and after the study did not show much differences (t = -.514, p = .612); however, their English achievement performance did make a significant improvement (t = -7.99, p = .00). In addition, most of the students were satisfied with CEIC teaching mode and agreed that CEIC was beneficial for building up their English vocabulary and sentence abilities. However, some of them expressed difficulty in understanding extra vocabulary extracted from Chinese curriculum. Finally, based upon the research findings, further research and some pedagogical implications for English teachers, homeroom teachers, and textbook editors were also suggested.