| Summary: | 碩士 === 慈濟大學 === 教育研究所 === 95 === The purposes of this study are to select appropriate materials to explore the curriculum design and the learning effect of “Information Technology Integrated Instruction” to junior high school students’ English reading comprehension. The other purposes are to understand the influence of this system on junior high school student’s learning motivation and learning satisfaction.
The pretest-posttest nonequivalent group design is adopted. The independent variables are the two teaching methods of English reading comprehension：one is regular teaching method and the other is the method of information technology integrated instruction. The same teaching materials are adopted by the two teaching methods. The dependent variables are the effects of English reading comprehension, learning motivation and learning satisfaction. Six units of Longman “Go Superteens!” Book Six English textbook adopted by the school are designed for the mainly courses. Ten basic and ten advanced English outside readings and the examination questions of “The Basic Competence Test for Junior High School Students” are also contained.
The following are the findings of this study：
1. The effect of designing the “Information Technology Integrated Instruction” to
junior high school students’ English reading comprehension website system：
Combine the Junior High School teaching platform with the reading web system
designed by the researcher to create an ideal internet learning environment.
2. The effect of the “Information Technology Integrated Instruction” to junior high
school students’ English reading comprehension teaching：
The experimental group’s mock exam posttest scores are not higher than the control group’s. However, the experimental group’s high, middle, low achievers’ scores are higher than the control group’s.
3. English learning motivation
In general, learning by “Information Technology Integrated Instruction” to junior high school students’ English reading comprehension teaching can improve students’ learning motivation.
4. Learning satisfaction
(1) The experimental group gets higher scores on total scale and subscales of general learning satisfaction than the control group does.
(2) The high, middle, low achievers of the experimental group get higher scores on total scale of general learning satisfaction than the ones of the control group do. The middle achievers of the experimental group get higher scores on total scale and subscales of general learning satisfaction than the high, middle, low achievers of the control group do.
(3) Most experimental group students make positive responses to “Information Technology Integrated Instruction” to junior high school students’ English reading comprehension teaching.
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