An Action Research of Applying English Video Clips from VoiceTube to Improving 8th Graders’ English Listening Comprehension

• Main Authors: WU, CHU-HSUAN, 吳竺軒
• Other Authors: HSU, CHI-SUI
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/kv9zr5

碩士 === 國立臺南大學 === 教育學系教育經營與管理碩博士班 === 106 === The purpose of the action research is to apply English video clips from VoiceTube to improving 8th graders’ English listening comprehension. The research goals include: (1) To explore and discuss the process of applying English video clips from VoiceTube to English listening courses and the adjustment of teaching strategies. (2) To explore and discuss the influence of applying English video clips from VoiceTube to English listening courses on students’ learning achievement and learning attitude. (3) To explore and discuss teacher’s reflection on applying English video clips from VoiceTube to English listening courses. There are twenty-seven 8th graders from Sunshine Junior High School (anonymous) participated as subjects. The total of the English teaching is 8 classes, which lasted for 7 weeks, two or three times per week and 45 minutes per lesson. Data collection included not only qualitative data but quantitative data. Qualitative data included researcher’s reflection journals, opinions from peer teachers, students’ feedback, and interviews. Quantitative data were collected through English learning achievement tests and questionnaire about learning attitude. According to the results, the conclusion of the research are as follows. (1) There are three steps to apply video clips from VoiceTube to English listening courses, which are warm-up activities, introducing new words and phrases and group work activities. Besides, teachers should adjust teaching strategies in three ways: students’ learning level, learning subjects, and students’ cooperation. (2) Applying English video clips from VoiceTube to teaching listening helped enhance students’ learning motivation and attitude. (3) The researcher’s reflection could be divided into five parts, which are the reflection on the teaching goals, the reflection on students learning needs, the reflection on teaching process, the reflection on learning and teaching assessments, and the reflection on teachers’ professional development.