An Action Research of Using Picture Books in 4th Grader’s English Remedial Instruction

• Main Authors: LIU,SIH-CHIA, 劉思佳
• Other Authors: CHANG, SHU-FANG
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/85559616431161207979

碩士 === 國立臺中教育大學 === 教育學系課程與教學碩士在職專班 === 104 === This action research aims to explore the effect of using English picture books as the remedial teaching material, and the performance of low-achieving 4th graders’ English vocabulary ability, English learning motivation and their feedback to the English remedial instruction. The subjects were six low-achieving 4th graders from an elementary school in Taichung City. The English remedial instruction lasted for two periods in nine weeks. In the first period, each class was forty minutes and ten classes in a week. In the second period, each class was thirty minutes and sixteen classes in eight weeks. In this action research, qualitative analysis and quantitative analysis were used. The qualitative data included teaching reflection, teaching recording, teaching observations, students’ worksheets, and interviews. The quantitative data included the English Vocabulary Tests, the English Learning Motivation Questionnaire, and the Feedback of English Remedial Instruction Questionnaire. Based on the analysis, the results of this action research were as follows: 1.The low-achieving 4th graders’ performance of English vocabulary ability progressed significantly during the English remedial instruction. 2.The plentiful illustration and repeated sentences of English picture books helped the low-achieving 4th graders learn the English vocabularies. 3.The teaching values of English picture books and the multiple learning activities can inspire the low-achieving 4th graders’ English learning motivation. 4.Teacher’s positive feedback and differentiated instruction let the low-achieving 4th graders show the enthusiasm to the English remedial instruction. 5.The low-achieving 4th graders were affirmative in using English picture books as the remedial teaching material. 6.The low-achieving 4th graders showed positive feedback towards the English remedial instruction. Lastly, based on the results of this action research, suggestions for using English picture books in remedial instruction and for future studies were provided.