| Summary: | 碩士 === 中華大學 === 科技管理學系碩士班 === 102 === Currently, many junior high English teachers are facing the big challenge, how to teach the students at different levels of English proficiency in the same class. Therefore, English teachers have kept working on finding out some effective teaching methods to alleviate the arduous task. And in the past few years, Interactive Response System has been used in a variety of fields and at all levels of education. Many researchers believe that IRS can help to create interactive and effective instruction in classrooms, so I try to implement IRS in the junior high English course to help more students enjoy learning English.
The study aimed to investigate the effects of implementing Interactive Response System on the eighth graders’ English learning attitude, English learning achievement, and perceptions of IRS. It also takes into consideration of students’ background differences as affecting factors in their English learning attitude and learning achievement. The one-group pretest- posttest design was adopted. A total of 33 eighth graders participated in this seven-week project. Research data were collected through the English Learning Attitude Scale, the Learning Experience Questionnaire, and the second and third monthly English exams. The collected data were analyzed by descriptive statistics, Independent-Sample t-Test, Paired-Samples t-Test, One-way ANOVA, and Pearson product-moment correlation coefficient.
The research results are as follows.
1. Students’ English learning attitudes were improved after implementation of IRS.
2. Students’ English learning achievements were raised after implementing IRS.
3. There was a significant correlation between students' English learning attitude andtheir learning achievement after implementing IRS in class.
4. There was no significant gender difference in students’ English learning attitude and learning achievement, and the influence of parents’ educational level on the students’ English learning attitude and learning achievement was not significant.
5. The demographic variable, different levels of students’ English proficiency, shows a significant difference in students’ English learning attitude before implementing IRS into English instruction, but no significant difference after implementing IRS.
6. There was a significant difference in students’ English learning achievement among students at different levels of English proficiency before and after implementing IRS.
7. Students held positive opinions regarding the implementation of IRS in their English learning.
Finally, based upon the research results, some suggestions were further offered for anyone who has an interest in implementing IRS into their English instruction.
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