The Effects of Multimedia-assisted English Chanting on English and Music Learning of Elementary School Students

• Main Authors: Yu-lan Chen, 陳郁蘭
• Other Authors: Ye-ling Chang
• Format: Others
• Language: en_US
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/10597816960358564746

碩士 === 國立高雄師範大學 === 英語學系 === 96 === ABSTRACT The purpose of the study is to investigate the effect of the multimedia-assisted chanting on English and music learning of elementary school students. First of all, 183 fourth graders were recruited as participants from six classes in Taoyuan Shin-Ming elementary school. The researcher picked up suitable chants based on the students’ proficiency level and designed the multimedia-assisted chanting instruction. During a ten-week instruction, the six classes were divided into a treatment group (TG) and a comparison group (CG). Before the study, all participants were required to answer the pretest of attitude questionnaire about English and music learning and take the English listening and speaking test. After the study, all participants were asked to answer the attitude questionnaire and take the English test again. Their music achievement was rated by their music teacher before and after the study. In addition, TG students was assigned an extra questionnaire of the attitudes toward instructional and interface design. The findings of the study were summarized as follows: 1.Before the study, there is no significant difference in English performance between TG and CG. After the study, there is a significant difference in English pronunciation performance between TG and CG. As to vocabulary learning, TG performs better with picture cues. However, there is no significant difference in English listening comprehension between TG and CG after the study. 2.Before the study, there is no significant difference in music performance between TG and CG. After the application of the multimedia-assisted chanting, no significant difference was found in music performance between TG and CG. 3.Before the study, there is no significant difference in students’ attitudes toward English learning between TG and CG. After the study, there is a significant difference in the attitudes toward English learning between the TG and CG. In addition, the TG held more positive attitude toward English learning and tended to participate in classroom activities. However, after the study, there is no significant difference between the TG and the CG’s attitudes toward English assignments. 4.Before the study, there is no significant difference between TG and the CG in students’ attitudes toward music learning. After the study, there is a significant difference in the attitudes toward Music learning between TG and the CG. Moreover, TG held a more positive attitude toward music learning. 5.After the application of the multimedia-assisted chanting, most TG students liked the multimedia-assisted chanting and held a positive attitude toward the instructional design of the multimedia. Besides, TG students suggested more interesting films and games should be provided in the future instruction. 6.As to students’ responses to interface design of multimedia, most TG students agree the interface design is good. According to the findings above, the researcher suggests that English teachers can apply the multimedia-assisted chanting in the English and music classrooms to enhance students’ interests in English and music learning. Then they may help students promote their English and music proficiency.