| Summary: | 碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 104 === This study investigated the effect of the use of YouTube films on Taiwanese fifth graders’ English vocabulary learning and reading comprehension. Forty-four 5th graders participated in this study and the research data was collected through an English learning experience questionnaire, an English proficiency test, a Reading comprehension test and a multimedia feedback questionnaire. The results indicated that students both in the experimental group and in the control group made significant progress on their English vocabulary learning after receiving the instruction with YouTube films.
The researcher further analyzed the English vocabulary test by examing the correspondence of word sound to word meaning, the correspondence of word sound to word form and the correspondence of word form to word meaning. Students in the experimental group made significant progress in these three areas, while students in the control group made significant progress on the correspondence of word sound to word meaning, and the correspondence of word form to word meaning. Through the results of the between groups of experimental group and control group comparison, the students in the experimental group and the students in the control group made significant progress on the correspondence of word sound to word meaning, and the correspondence of word form to word meaning.
The students in the experimental group made significant progress on their reading comprehension while the students in the control group didn’t reach the significant level of reading comprehension. The researcher further divided their reading comprehension test into five parts for analysis, including word recognition, sentence comprehension, spelling, conversation, and reading comprehension of text. Students in the experimental group made significant progress on part 4 conversation and part 5 reading understanding while the students in the control group only made significant progress on part 4, conversation. After comparing the results between the control group and the experimental group on their reading comprehension, there was no significant difference between the experimental group and the control group. In other words, both teaching methods can improve students’ reading comprehension. Based on the results, some suggestions for pedagogical application and further studies were offered.
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