| Summary: | 碩士 === 國立臺中教育大學 === 教師專業碩士學位學程 === 102 === The present action research was used to explore whether Task-based language teaching could improve primary students’ learning motivation; therefore, four purposes were addressed: (i) to evaluate the influence of TBLT on the students with different English proficiency (i.e. high-achievers, middle-achievers, and low-achievers), (ii) to explore the instructor’s attitudes towards TBLT, (iii) to explore the students’ attitudes towards TBLT, (iv) to explore the observers’ attitudes towards TBLT (i.e. from the homeroom teacher’s and the English teacher’s perspectives).
In addition, there were 24 fifth-grade students in Sunny Primary School (pseudonym) of New Taipei City enrolled in the ten weeks TBLT action plan. The instruments included Learning Motivation Questionnaire (Wu, 2006), course feedback sheet, classroom observa-tion checklist, semi-structured interview towards students and observers, and reflective jour-nal. The results indicated that (i) high- and low-achievers learning motivation were increased, but there was no significant improvement on middle-achievers’ learning motivation. (ii) The instructor, students and observers all had positive attitudes towards TBLT and the learning motivation improvement. (iii) The issues of mixed-level class, teamwork, mother tongue use, and target language production might be solved by setting up clear classroom rules, carrying them out exactly, and offering students more encouragement.
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