| Summary: | 碩士 === 國立高雄師範大學 === 英語學系 === 102 === The aim of this study was to investigate the effects of Theme-Based Instruction (TBI) on English learning attitudes, motivation and English learning achievement of EFL elementary school students. The comparison of learners’ attitudes, motivation, and achievement in learning English between the experimental group (EG) and the control group (CG) were targeted. In addition, this study further examined the effects of different teaching methods on learning attitudes, motivation, and achievement between high-proficiency level (HPL) and low-proficiency level (LPL) learners. It also performed a qualitative analysis of the subjects’ responses to the TBI.
The subjects were two classes, 64 sixth graders from an elementary school in Kaohsiung. These two classes were assigned to the EG and the CG. During the study the EG received the implementation of TBI while the CG received traditional instruction. All subjects were required to take the English learning achievement pretest and posttest. Based on the subjects’ scores of English learning achievement pretest, they were divided into three groups of different proficiency levels: (a) high-proficiency level, (b) intermediate-proficiency level, and (c) low-proficiency level. In addition to the comparison between the EG and the CG, the data collected from the HPL and the LPL were further analyzed and compared individually in this study. On the other hand, the researcher analyzed the data collected from the EG’s English learning attitudes and motivation pre- and post- questionnaires; the responses to the TBI as well. Statistical measures and qualitative analyses were employed to investigate the effects of TBI on English learning attitudes and motivation and English learning achievement of the subjects.
The major findings of this study are summarized as follows:
1. There was a significant difference in EG’s attitudes and motivation in learning English before and after the implementation of TBI.
2. There was a significant difference in HPL’s attitudes and motivation in learning English before and after the implementation of TBI.
3. There was not a significant difference in LPL’s attitudes and motivation in learning English before and after the implementation of TBI.
4. There was a significant difference on English learning achievement between EG and CG after the implementation of different teaching methods.
5. There was a significant difference on HPL’s English learning achievement between EG and CG after the implementation of different teaching methods.
6. There was not a significant difference on LPL’s English learning achievement between EG and CG after the implementation of different teaching methods.
7. Base on the responses collected from the interview of EG, more than 70% of students were in favor of using TBI in English classes. The supported opinions are as follows. Firstly, the integrated content which connected vocabulary and sentence patterns of separated units can develop students’ motivation to learn and improve their learning achievement. In addition, the teaching material of the theme "Let’s plan a trip", including the tourism videos and the related websites, are not only more visualized in presenting other countries to the students, but also abundant and much more interesting than the content of traditional textbooks. Furthermore, the activities utilized in TBI are more flexible and makes students feel more confident to handle than what were used in the traditional teaching method. With the theme "travel plan", students could pick one country they want to visit; and to pack clothing, accessories and equipment according to the local weather and the activities they would like to experience. These are the teaching activities that are more unique and related to the students; and attract students to participate in.
8. However, in the interview record, more than 20 percent of students in the experimental group believed that there were some improvements for TBI.
For example, the students could hardly understand the audio content of videos played in classes because they were all in English. The inputs of audio material were not comprehensible to the students; hence, most of the communication in the classroom was in the Mandarin-based, the practice on speaking skill was inadequate. In addition, for students who rarely travel abroad, or are not interested in travelling, and fond of diverse topics, TBI seems to frame their study.
In sum, it is suggested that English teachers could use TBI in their language classrooms. This is beneficial to develop positive attitudes towards learning English, develop learning motivation, and improve achievement in general. After all, the acquisition of a language is a long-term, sustained learning. Only with interests and positive attitudes could students overcome the obstacles, make progress in learning, enjoy learning, and have motivation to make continuing learning happen.
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