A Study on the Relationship among English Cram School Experience, English Learning Attitude and English Learning Achievement of Junior High School Students

• Main Authors: Jing-Yi Chou, 周靜宜
• Other Authors: Cheng-Ting Chen
• Format: Others
• Language: en_US
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/269vyt

碩士 === 中原大學 === 應用外國語文研究所 === 105 === This research aimed to investigate the relationship among junior high school students’ English cram-schooling experience, English learning attitude and English learning achievement in the public school. The weekly hours that students spent in the English cram school, the monthly fee spent in the English cram school, and the size of the English cram schools might affect the result of the English learning attitude and achievement at public school. Therefore, the study results could provide suggestions to teachers and students in junior high school period, and even for the parents of the students. The data were collected through questionnaires and interviews to investigate the situations. This research is set in a municipal junior high school with 309 questionnaires sent. The valid responses numbered 299; thus, the effective response rate was 96%. Among the subjects in this research, 125 participants participated were studying in English cram schools which stands 41.8% of the total participants. The researcher uses independent sample t-test, one-way ANOVA test, Pearson correlation methods to analyze the results. The interview transcripts are analyzed for providing more in-depth insights behind the quantitative results. The major findings are: 1. The English learning attitude towards English cram schools and the public school English course of the participants who had been studying in English cram schools are both above the average scores. 2. The English learning achievement of the participants who had been studying in English cram schools are in the intermediate level to high level. 3. The English learning attitude of the participants who had studied in English cram schools are not affected by the English cram-schooling experience. 4. The English learning achievement of the participants who had been studying in English cram schools are raised by the English cram-schooling experience. 5. The English learning attitude and English learning achievement of the participants who had been studying in English cram schools are positively and moderately correlated.