An Action Research of a LET and an ETA's Co-teaching at Happy Junior High School in Yilan

• Main Authors: Yen-ning Hu, 胡晏寧
• Other Authors: Ching-ying Pan
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/87494144192240622071

碩士 === 慈濟大學 === 教育研究所 === 98 === The purpose of this thesis aims at the influences of a Local English Teacher ( LET ) and an English Teacher Assistant’s ( ETA’s ) co-teaching program at Happy Junior High School in Yilan. The method of action research has been carried out, and both qualitative and quantitative research methodologies are utilized in this study. The qualitative research data consist of interviews with students and their homeroom teachers, English achievement and performance, multiple assessments and classroom observations. The quantitative research data were gathered with the aid of an English Learning Motivation Questionnaire which was designed by Yu-Ting Hsu ( 2004 ). The data of 162 eighth-graders were analyzed by paired t-test. The results revealed are as follows: First, for the LET and ETA’s co-teaching curriculum, there are some suggestions about implementing the co-teaching courses in Junior High School. The flexibility of the course design, the orientation of student-centered course, the offering for multiple learning styles, the roles of co-teaching teachers, the context of the curriculum, the standard of multiple assessments, the integration of school’s events and social issues, the application of various teaching media, and the design of interactions between different cultures are key factors for implementing the co-teaching program. Second, according to the results of paired t-test on English Learning Motivation, the learning motivation of students is significant in extrinsic motivation, intrinsic motivation, school courses and outside learning. The English achievement and performance, and the learning interest are significantly enhanced through the co-teaching program as well. Third, the interviews with LETs and ETAs reveal that administrative supports, the lower working loads of LETs and ETAs, and sufficient communication between co-teachers are key factors of cooperation in this co-teaching program. According to these findings, some suggestions for the LET and ETA’s co-teaching program have been proposed. Moreover, recommendations for further studies are suggested in this study.