APPLICATION OF FRIENDSHIP-BASED PICTURE BOOK READING INSTRUCTION IN ENGLISH CLASSES FOR EIGHTH GRADERS

• Main Authors: Yin-Lan Kuo, 郭盈蘭
• Other Authors: Dr. Ye-ling Chang
• Format: Others
• Language: en_US
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/56112408000920350194

碩士 === 國立高雄師範大學 === 英語教育研究所 === 99 === The main purpose of this present study is to investigate the effects of English friendship-based picture books reading instruction (FBPRI) on the EFL eighth-graders’ responses to friendships and English reading comprehension. Especially, the students’ responses to the English picture books and the FBPRI were explored. The subjects in the present study were 72 eighth-graders in Sanmin Junior High School in Hsin-Chu City. During the four-month program, all these students were required to read four selected English picture books- How to Lose All Your Friends, Taming the Taniwha, and Best Friends- and to participate in the reading activities designed for the FBPRI. Before the FBPRI, the subjects took the pretest of English reading comprehension and the pretest of The Peer Interpersonal Scale (PIRS). After reading the three reading selections, they took three reading comprehension post-tests. When the FBPRI was finished, all the subjects were asked to take the post-test of PIRS and to answer the questionnaire on their responses to the FBPRI. The subjects’ English reading comprehension pretest and post-tests results were compared by a t-test and analyzed quantitatively, and so were their pretest and post-test scores of PIRS. In addition, the subject responses to the five-point scale questions in the questionnaires were analyzed quantitatively by descriptive statistics. Besides, the subject related comments in the questionnaires were analyzed qualitatively. Based on the quantitative and qualitative data analyses, the major findings of the present study are summarized as follows: 1. There are 44 significant differences in the scores of students’ responses to PIRS before and after the FBPRI. The increase in mean scores in the post-test reveals that the FBPRI helped promote the students’ friendships. 2. There are significant differences in the scores of students’ responses to English picture books before and after the FBPRI. The increase in mean scores in the post- test shows that the FBPRI benefited the students’ understanding and interests in English picture books. 3. There are significant differences in the EFL students’ scores of English reading comprehension before and after the FBPRI. The increase in mean scores in the post- test reveals that the FBPRI benefited the EFL students in their English reading comprehension. 4. Most of the students responded positively to the three English reading selections in FBPRI. Out of the three reading selections, the picture book Best Friends is the most popular. 5. Most of the students held positive responses to the reading instruction. The students reported their gains including (a) the increase of English vocabulary, (b) the advance of English reading comprehension, and (c) the promotion of friendships. Based on the study findings, the FBPRI promoted students’ friendships and English reading comprehension. It is suggested that EFL teachers in junior high schools implement the FBPRI in reading classes to help their students improve relations with peers and friends as well as English reading comprehension. In addition, English teachers can use picture books to strengthen students’ motivation in English learning and encourage students to learn English actively. Finally, English teachers can implement English picture book reading instruction with alternative themes.