| Summary: | 碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 101 === This six-week study aimed to analyze and evaluate the influence of Task-Based Instruction (TBI) on eighth graders’ English achievement and learning attitude. Forty-four eighth-graders participated in this study, 22 as the experimental group receiving TBI and the other 22 as the control group receiving the conventional instruction.
Research data were collected through English achievement test, English learning attitude questionnaire, TBI activity questionnaire and semi-structured interview and analyzed with descriptive statistics, independent t-test and paired sample t-test.The major findings of the study showed that TBI didn’t influence participants’ general English learning achievement, but promoted participants’ English vocabulary ability instead, especially for the students’ at median proficiency level in terms of their overal English achievement, vocabulary, grammar, reading and listening abilities. Furthermore, TBI had significant immediate effects on learners’ English learning attitude and was recognized and welcomed by most of participants.
Finally, based on the findings of this study, some suggestions were offered.
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