| Summary: | 碩士 === 臺北市立大學 === 英語教學系 === 104 === This study investigated the impact of teacher’s language use on EFL children’s English achievement and anxiety. In New Taipei City, six classes, 147 fifth-grade students, were randomly placed into two conditions, English-only instruction (EO) and codeswitching instruction (CS). Specifically, students were classified as higher achievers and lower achievers to see whether an interaction existed between teacher’s language use and students’ language achievement status. The effects of teacher’s language use on students’ English learning achievement was examined by the midterm and final exams, oral tests, and one extra-curricular listening and one extra-curricular reading tests. Overall, the results revealed that higher achievers outperformed lower achievers in all the achievement tests in both the EO and the CS conditions during and in the end of experimental conditions. For the curriculum-based paper-and-pencil exams, the CS group generally performed better than the EO group. Even though the students in the EO group were exposed to the teacher’s target language (TL) input 62% of time in class, they did not outperform the students in the CS group, who were exposed to the teacher’s TL input 17% of the time. It is worth noting that the higher achievers in the EO group, though demonstrating lower performance in the midterm exam, were able to catch up to the higher achievers in the CS group in the final exam. The higher achievers might be able to adapt to the EO instruction sooner than the lower achievers did. The lower achievers showed no evidence of benefiting from the EO instruction in the final exam, and the lower achievers in the EO group attained significantly lower scores than those in the CS group in the final exam. The EO condition seemed to magnify the gap between higher and lower achievers on those achievement tests, at least within 17 weeks, the time span of the present study. Furthermore, the results showed that either at the beginning or at the end of the study, the difference of the students’ anxiety scores between the EO and the CS group was not significant. These findings indicated that there was no evidence that the amount of teacher’s TL input may be responsible for the students’ English learning anxiety.
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