An Action Research on Integrating Picture Storybooks into English Literacy Teaching

• Main Authors: Huang Chi-Ting, 黃祺庭
• Other Authors: Tseng Jung-Hua
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/vt8e42

碩士 === 國立臺中教育大學 === 教師專業碩士學位學程 === 102 === This study aims to explore applying picture storybooks in English literacy teaching. In a twelve-week long action research, 24 elementary fourth-grade students in Taichung were chosen to take the English course. In order to know the students’ change after the program, various data was collected. The data analysis was mainly qualitative and quantitative supplemented, including English picture storybook literacy tests, recording materials, class observations, interviews and students’ worksheets. The main purpose of this study is to investigate the progress of applying picture storybooks in English literacy teaching and students’ performance after taking the program. After analysis and induction of the data, the findings are as below: 1. Literacy goals and scoring standard should be explained unequivocally, and the confirmation of readiness is indispensable. 2. Multiple literacy activities should be designed on the basis of students’ characteristics, and the consideration of individual differences is necessary as well. 3. Picture storybooks in same vocabulary groups can be put into literacy activities. 4. English picture storybook teaching can significantly improve students’ performance of English literacy tests. 5. English picture storybook teaching indeed boosts students’ performance and motivation of learning English vocabulary. Based on the conclusion drawn from the study, some suggestions for future research and teaching were recommended.