| Summary: | 碩士 === 國立花蓮教育大學 === 國民教育研究所 === 95 === ABSTRACT
This presentation reports on results of a study that explored the effect of Readers Theater (RT) on English reading comprehension and learning attitude of the 5th grade students in Taiwan. The method adopted in this research was a quazi-experimental design with two nonequivalent groups selected from elementary school English language learners in Taiwan. Two 5th grade classes were randomly assigned to the experimental group and the control group. Experimental group received Readers Theater activities, and the control group received common English teaching, both of them are conducted by researcher, for 10 weeks. Instructional content was adopted from the phonics section of the assigned textbook. Instructional content was tied in with the assigned textbook. The research instruments included “English reading comprehension test” and “English Learning attitude Scale”. The results of this experiment are as follows:
1. There were significant differences on inference comprehension of English
reading comprehension test between the experimental group and the control
group. But no significant differences on decoding and literal comprehension
of English reading comprehension test.
2. There were significant differences on affective component of English learning
attitude scale between the experimental group and the control group. But no significant differences on cognitive and behavioral component of English learning attitude scale. But in interviews, two different instructional methods to experimental and control group students have found frontward learning attitudes.
Further more, based on the results, some suggestions for teaching Readers Theater in the elementary schools and further studies are also provided.
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