An Action Research Study of a Goal-Setting Program in a Second-Year Senior High School EFL Class and Students' English Learning

• Main Authors: Hsiu-chen Wu, 吳秀珍
• Other Authors: Shanmao Chang
• Format: Others
• Language: en_US
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/02092243048469355227

碩士 === 國立彰化師範大學 === 英語學系 === 96 === This action research aimed to implement and evaluate a goal-setting program that was developed for one class of students in a second-year EFL classroom of a senior high school. In order to enhance EFL learning of the class of 45 students who have long been regarded as unmotivated, I designed a program based on goal-setting theory and recorded the process of its implementation, modification, and effects on the students. This eight-month long study covered two semesters and contained five cycles based on the intervals of six monthly exams following the school’s calender. In each cycle, students were instructed two to three lessons and were assigned four proximal goals for each lesson and one distal goal for the monthly exam. Additionally, students completed several tasks in each cycle, such as keeping goal attainment records, keeping learning journals, making study plans, grouping and classroom discussions. This study employed both quantitative and qualitative methods to collect data. The quantitative data were collected based on two sources: 1) a questionnaire to measure strength of the students’ self-efficacy and 2) students’ scores of English tests and exams. The qualitative data were collected through several techniques such as teaching journals, observations, reflections, student interviews, questionnaires, and learning journals. This newly developed goal-setting program was found quite successful. The students performed better in EFL learning than before. Both their self-efficacy and learning motivation were significantly enhanced. Moreover, they had positive attitude toward learning English and they apparently recognized the value of the goal-setting program. I held firm belief in the effectiveness of the goal-setting program. Furthermore, a teacher-student relationship was built as one of the most precious fruits of the program.