Integrate information technology into the English teaching in junior high school ─ using e-textbooks as teaching aids

• Main Authors: CHOU ,YUN-FANG, 周雲芳
• Other Authors: Shiaw-Wen Tien
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/32577106075499574609

碩士 === 中華大學 === 科技管理學系碩士班 === 100 === This study aims to find out the effectiveness of English teaching in junior high schools by using e-textbooks. A quasi experiment of pretest-posttest design was conducted on 59 ninth graders (28 boys and 21 girls) in Taichung by using an English achievement test created by the researcher. The 59 students were divided into the experimental group and the control group. The experimental group received e-textbook teaching and the control group received traditional way of teaching. During the 8-week experimental period, the two groups received different ways of instructions for 45minutes a day, 5 days a week in order to find out the effects of e-textbook teaching on students’ English learning effectiveness and English learning satisfaction level. Before and after the experimental period, an English achievement test and a questionnaire of English learning satisfaction by using e-textbooks were carried out as instruments of analysis. The independent variables were the teaching method and the dependent variables were the learning satisfaction level and the learning effectiveness. The data acquired were analyzed by using SPSS for Windows. In the meantime, the qualitative data such as interviews and observation were analyzed as a complement to the conclusions of this study. The main findings of this study can be summarized as follows： 1. In English learning effectiveness, students in the experimental group are better than those in the control group. 2. There is no obvious difference in learning effectiveness among the high score students in both groups. 3. There is a significant difference in grammar learning effectiveness among the intermediate score students in both groups. 4. There is no obvious difference in learning effectiveness among the low score students in both groups. 5. There is a significant difference in grammar learning and reading ability among the students with different sex in the experimental group. 6. There is no obvious difference in vocabulary learning among the students with different sex in the experimental group. 7. Students with e-textbook learning reach a high-intermediate satisfaction level. 8. There is no obvious difference in English learning satisfaction level among the students with different sex in the experimental group. 9. There is no obvious difference in English learning satisfaction level among the students with different ability in the experimental group.