The Effectiveness of Using Memory Strategies on First Grade English Alphabets Learning

• Main Authors: Ya-Han Syu, 許亞涵
• Other Authors: Mei-Ju Chen
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/71461865319696327049

碩士 === 國立新竹教育大學 === 教育與學習科技學系 === 103 === The research aims to explore the impact of first-graders at elementary school using “memory strategies” to learn the English alphabet on learning effects, as well as the attitudes and degrees of acceptance towards the “memory strategies”. Besides, the findings and results can provide reference to the English alphabet teaching. To accomplish these research purposes, this research was conducted by adopting quasi-experimental design and nonequivalent pretest-posttest groups. The subjects of this study were 46 students from two first grade classes at elementary school in Taoyuan City. One class was chosen to be the experimental group taught to use “memory strategies” to learn the English alphabet, while the other was the control group receiving normal English alphabet cards teaching. The experimental teaching period was 12 weeks including 12 classes, and the teaching content was N~Z. After the entire experimental teaching, the researcher collected related data to proceed with quantitative and qualitative analysis and comparison, in order to investigate the difference and reason of the English alphabet learning effects between two classes. Furthermore, researcher probed students’ attitudes and degrees of acceptance towards the “memory strategies”. The conclusions of this study and suggestions for implementing memory strategies are as follows: 1. Conclusions 1) There are differentials in students’ English learning background before they went to elementary school. 2) Using memory strategies to learn the English alphabet can obviously promote the effect of the English alphabet learning. 3) Memory strategies have no effect on students of high-grade group, but can obviously promote the effect of the English alphabet learning for low-grade and average-grade groups. 4) Memory strategies can effectively diminish students’ individual differences. 5) Memory strategies can obviously promote the skills in matching, writing, and recognizing the English alphabet. 6) Students hold positive attitudes and high degree of acceptance toward memory strategies. 2. Suggestions on the implementation of using memory strategies in the English alphabet 1) Teachers’ and students’ brainstorms can refine memory strategies, and teachers should provide chances for students to create and choose memory strategies. 2) The images of the English alphabet should conform to students’ life experiences. 3) The same English letter can be blended into multiple memory strategies at the same time and be corrected based on students’ needs all the time. 4) Teachers can design English alphabet challenge worksheets and provide low achievers extra help. 5) Teachers can design the English alphabet challenge worksheets, hold the English alphabet creating contest, and build the English alphabet learning environment. 6) Teachers can review the English alphabet pithy formulas in class all the time to connect images and pithy formulas.