| Summary: | 碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 106 === The purpose of this study is to investigate the influence of Teacher’s Intervention in film watching on first graders’ English vocabulary learning. Fifty-one first graders from two classes at an elementary school in Taipei City participated in this quasi-experimental study. The experimental group with 25 students received Teacher Intervention in film watching. The control group with 26 students did not received Teacher’s Intervention in film watching. Except the treatment, both groups watched the same video clips, had the same learning activities and needed to learn the same target vocabulary words.
The experiment lasted for eight weeks. Each session was 40 minutes, once per week. Research data were collected through the English vocabulary proficiency test and then analyzed by an independent t-test and a paired sample t-test. Besides, the experimental group received Feedback Questionnaire, to get feedback and perceptions about Teacher’s Intervention in film watching on vocabulary learning. The test scores were analyzed by using independent sample t-test and a paired sample t-test to understand the differences between the two groups before and after the experimental teaching,
The result of the study shows that there was no significant difference in the overall performance between the experimental group and the control group, but there was a significant difference between the two groups in vocabulary ability of the connection of form and meaning. in the pre-test, but there was no significant difference between the two groups in the post test. Both groups did improve from pre-test to post-test. The Feedback Questionnaire shows that the students were interested in English animation teaching and had a positive attitude towards the teacher's intervention in film watching.
Based on the results of the study, I hope this will provide some suggestion for future English learners and researchers.
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