| Summary: | 碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 102 === This study aimed to investigate the effects of the co-writing of picture books on 6th graders’ word recognition, sentence-making ability and English learning attitude through picture book co-writing instruction. Forty-eight research subjects from an elementary school in Taipei City participated in this study and assigned to the experimental group and the control group respectively. Three English locally-created picture books were used as the teaching materials. The experimental group was required to co-writing picture books and shares their story books, while the control wrote worksheets and did vocabulary exercises and sentence pattern drills after reading each picture book. Data required for the study were collected through pre-and posttest of word recognition and sentence abilities and English learning attitude questionnaire.
The study results show that after 12-week experimental instruction, the experimental group improved their sentence-making ability and word recognition ability more significantly than the control group did. Compared with their posttest, the experimental group makes significantly difference from control group on sentence-making ability. However, the experimental group’ word recognition was not significantly different from that of the control group. Furthermore, data collected from the questionnaire indicated that the subjects’ English learning attitude of the experimental group was very positive in terms of their interest, confidence and behavior as well as feedback of co-writing instruction. Based on the findings, some suggestions were offered for the reference of similar English instruction and future studies.
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