| Summary: | 碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 99 === The purposes of this study were to explore the effectiveness of the English cartoon-watching project in promoting listening comprehension ability in elementary school students and to understand the influences of the project on different levels of students’ listening achievements. Two classes of 58 fourth graders from Taichung City were assigned to the experimental group and the control group respectively based on their scores of listening pretest. Students in the experimental group attended the cartoon-watching project while students in the control group only did self-study in the morning period. The experimental group watched cartoon series Peppa Pig for ten minutes in the morning from Monday to Friday. The experimental period lasted for three months. After the completion of the experiment, both the experimental group and the control group took a listening posttest. In addition, a feedback questionnaire was conducted to the experimental group to understand the subjects’ opinions of and attitudes toward this cartoon-watching project. To compare the different opinions between high achievers and low achievers, the researcher chose eight students from the experimental group for semi-structured interview. The main findings are presented as follows:
First, the experimental group did not outperform the control group to a significant level after three months of English cartoon watching.
Secondly, after three month of experimental study, the experimental group made significant progress; however, the control group did not.
Thirdly, the high proficiency students improved their listening comprehension ability remarkably while the low proficiency students had only slight improvement.
Fourthly, the results analyzed from the questionnaire and interviews indicated the experimental group gave positive feedbacks to the cartoon-watching project and tended to do after-school English study by watching cartoons on their own.
According to the research results, English teachers were suggested to provide adequate English cartoons as supplementary listening materials and to teach listening strategies to enhance students’ listening proficiency effectively. In addition, limitations were pointed out and some suggestions were made for future study.
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