| Summary: | 碩士 === 國立高雄師範大學 === 英語學系 === 107 === The aim of this study is to investigate the effects of the task-based instruction (TBI) on English reading performance for the seventh graders in southern Taiwan. First, the students’ English reading comprehension before and after the TBI were compared. Next, the student responses to English reading before and after the TBI were investigated. Then, the student responses to four types of tasks and cooperative learning were explored. Finally, the student responses to the TBI were analyzed.
The subjects in this study were 56 seventh-graders in two classes of Nan-Shin Junior High School in Chia-yi, Taiwan. All the students participated in the 12-week TBI. Before the implementation of the TBI, the students were required to take the pretest of English reading comprehension and answer the pre-study questionnaire on the responses to English reading. During the 12-week TBI, the students got involved in the four types of tasks. The researcher teacher implemented the TBI in three stages, including (a) the pre-task, (b) the during-task and (c) the post-task stages. After the 12-week TBI, the students were required to take the post-test of English reading comprehension, answer the post-study questionnaires on their responses to English reading, four types of tasks and CL as well as the questionnaires on their responses to the TBI.
The student scores from the pretest and post-test of English reading comprehension were compared by paired samples t-test, and so were the student responses to the pre-study and post-study questionnaires on the student responses to English reading. Moreover, descriptive statistics were applied to probe into the student responses to the five-point scale questions about the four types of tasks and CL. Finally, the data collected from the open-ended questions of the student responses toward the TBI were discussed and analyzed qualitatively.
Based on the data analyses, the major findings of the present study are summarized as follows:
1. There is a significant difference in the students’ scores of English reading comprehension between the pretest and the post-test. According to the increased mean scores of the post-test, the students’ performance in English reading comprehension was improved.
2. There is a significant difference in the student responses to English reading before and after the TBI. In addition, the mean scores of the student responses to English reading in the post-study questionnaire is higher than that of the pre-study, indicating that with the application of the TBI, the students’ English reading was enhanced. To be specific, the students could grasp the key words, understand the main ideas, find the details of the passage, and infer the meaning from the passage when they were reading. After the TBI was implemented, the students had a strong motivation to learn English.
3. In terms of the student responses to the sorting-and-ordering tasks, the students showed positive responses. Specifically, they expressed that they could spell the words correctly, recognize the relationship among words, and arrange in correct orders. They improved their vocabulary size as well.
4. In terms of the student responses to the comparing tasks, the students showed neutral responses. Specifically, they expressed that they could improve their observations, but there is still room for improvement for recognizing the similarities and differences.
5. In terms of the student responses to the problem-solving tasks, the students showed positive responses. Specifically, they expressed that they learned how to infer and solve the problems. When they found out the best solution to the problems, with their group members, their communication skills improved. According to the students’ responses on the questionnaire, students did develop the awareness of utilizing various resources to deal with the problems.
6. In terms of the student responses to the creative tasks, the students showed positive responses. Specifically, they expressed that they could organize things well and offer unique opinions. According to the student responses on the questionnaire, students did develop the awareness of enhancing better cooperation among members in the group and finding the best solution among all suggestions.
7. In terms of the student responses to cooperative learning, the students had positive responses to it and expressed their fondness for cooperation during the TBI. Specifically, they expressed that they thought cooperative learning helped them learn more about how to share information with others, liked to accomplish tasks with others, had a closer interaction with their classmates and appreciated others’ advantages. According to the students’ responses on the questionnaire, students learned more about how to interact with others.
8. After the TBI, students expressed their gains, difficulties, and suggestions for it respectively. Specifically, the students’ gains include (a) improving their English reading performances through the tasks in the TBI and (b) having more chances to use their target language. In addition, the students had difficulties in (a) expressing ideas and opinions in English and (b) finding the correct solutions of the tasks. As for the suggestions for the TBI, the students made the hope that the teacher allocate more time to discuss and finish the tasks.
On the basis of study findings, three implications were proposed. To begin with, teachers serve as facilitators. When they implemented the TBI, it could help students improve their English reading comprehension and provided more chances for students to use English. Second, the researcher teacher in the TBI emphasized cooperative learning and group sharing which enhanced students’ interaction and cooperation. Specifically, their communication skills improved when doing various tasks. Third, the TBI enhanced the students’ motivation and learner-autonomy because the TBI was student-centered and relevant to students’ life experiences. So it can be highly promoted in English reading instruction.
|
|---|
