| Summary: | 碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 107 === This quasi-experimental study aimed to investigate the effectiveness of integrating readers’ theater on sixth graders’ English grammar learning and learning attitude. Thirty-nine 6th graders participated in this studty,19 of whom served as the experimental group, and 20, as the control group. The experimental group received grammar instruction via readers’ theater, while the control group received conventional grammar instruction. The experimental program lasted for sixteen weeks, with a total of 640 minutes. Data required for this study were collected through the pretest and posttest of English grammar, post-learning attitude questionnaire and feedback interview.
The results revealed that after receiving the 16-week grammar instruction, both groups performed significantly better in the posttest than they did in the pretest. In the posttest, the experimental group performed significantly better than the control group. The results of the learning attitude questionnaire showed that the participants in the experimental group mostly had positive perceptions toward readers’ theater, even though they sometimes found it challenging.
Finally, based upon the results of this study, some suggestions for English grammar instruction and further studies are offered.
|
|---|
