The Study of Data-Driven Learning in English Grammar Teaching in Elementary School
碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 100 === This research aims to investigate whether data-driven learning, as compared to focus on forms of grammar rules, is helpful for 5th grade English language learners to understand and acquire English grammar: “third-person singular” and “many and much.” Four...
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| Format: | Others |
| Language: | zh-TW |
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2012
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| Online Access: | http://ndltd.ncl.edu.tw/handle/65249744965842572173 |
| Summary: | 碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 100 === This research aims to investigate whether data-driven learning, as compared to focus on forms of grammar rules, is helpful for 5th grade English language learners to understand and acquire English grammar: “third-person singular” and “many and much.”
Four intact fifth grade classes from northern Taiwan took part in this quasi-experimental study. Fifty-four students were taught with focus on forms of explaining grammar rules (control group) and Fifty-five students were taught using paper based data driven learning activities where learners were engaged in inductive learning of grammar rules (experimental group). Grammar instruction lasted for 11 weeks. An ANCOVA was used for data analysis, with grammar pretests being the covariates and grammar posttests being the dependent variables. Results indicate that data driven learning group performed significantly better than the focus on forms learning group on the “many and much” posttest but not on the “third-person singular” posttest. On delayed posttests, data driven learning group didn’t perform significantly better than the focus on forms learning group. Students’ attitude toward data driven learning of grammar was positive. Finally, the design of the data driven learning worksheets is discussed in detail as suggestions were drawn from learner’s feedback questionnaire and the researchers’ own teaching reflection.
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