A Qualitative Study of the Effects of the iEARN Project Integrated into English Instruction on Junior High School Students’ Global Perspectives and English Learning Willingness

• Main Authors: Yu-syuan Yang, 楊于萱
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/93041023653793494365

碩士 === 國立臺南大學 === 教育學系科技發展與傳播碩士班 === 101 === This qualitative study aimed to understand the process when junior high school students engaged in the iEARN project so as to develop a proper PBL curriculum, to explore the effect of the project on enhancing junior high school students’ international perspectives and learning English motivation, and to reflect the difficulties of the project and the teachers’ professional growth. The researcher designed a card exchange project of ten theme-based courses. By participating in the international card exchange project through the iEARN international platform, the students explored the foreign cultures and customs, in which students made, wrote, and sent cards. Besides, students made presentations after they received the cards from the students in other countries. In the process of the qualitative research, all the datas and information were collected through observation, reflection journals, classroom videos, interviews, worksheets, checklists, students’ works, and discussion with collaborative teachers. The findings of the study are summarized as follows: 1. The teaching models of English courses through the iEARN project： (1) The eight teaching modes, which this research applies through integrating the iEARN project into English course, such as presenting teaching materials through, collecting information on the Internet, conducting students to compile datum by teaching power points, creating,making holiday books, having video conferences, performing learning achievements. (2) Teachers in Enslish courses should have related abilities of the iEARN project, especially the iEARN project capabilities of planning and designing. 2. The development of global perspectives for students through the iEARN project： (1) The implementation of the iEARN project can improve student’s global knowledge,skills and participation. (2) The implementation of the iEARN project can boost students’ self-confidence,expending horizons, understanding the different points of view between eastern and western cultures and narrow the distances between the teacher and the students. 3. The performance on English learning willingness through the iEARN project： (1) The iEARN project enhances students’ willingness in learning English and can’t affect students’ grades in English exams. (2) The iEARN project can allow students learn more potential curriculums.