The Influence of Technology-Assisted Instruction for Junior High Schools Students with Different Learning Styles on English Learning Achievement

• Main Authors: Chin Te-Tien, 覃德田
• Other Authors: Wu Mei-Mei
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/2tbz25

碩士 === 國立臺灣師範大學 === 圖書資訊學研究所 === 96 === ABSTRACT This study explores the English learning effects of technology-assisted instruction and learners' learning styles on the eighth-grade students. The subjects were divided into 2 groups based on the two different teaching methods: one was technology-assisted instruction （experimental group）, and the other was traditional teaching （control group）. Both groups received “Learning Styles Scale” and pre-test and post-test of “English Achievement Test”. The experimental group also gave their responses to the questionnaire of course satisfaction. The main results are as follows: In the English Achievement Test, the experimental group performed significantly better than the control group. There were also significant experimental and control effects of differences among different types of learners' learning styles. The experimental group reported high percentage of satisfaction with the integrated approach in English learning. They became more involved in learning English with technology. There were different influences of technology-assisted instruction as well as traditional teaching on the experimental group and the control group. After applying different methods of teaching, the students of dissimilar learning styles in last semester had different performance in the English achievement test. After applying different methods of teaching, the students of dissimilar learning experiences had different performance in the English achievement test. According to the satisfaction survey and questionnaires, the students of the experimental group felt significantly satisfied with the technology-assisted instruction curriculum. The findings and the influences of this study: technology-assisted instruction manifested notable effects and differences on the junior high students with diverse styles and personal variances. Designing teaching curriculum, the English teachers in junior high schools may take the effects and differences into consideration. Meanwhile, the teachers can apply the digital resources in the English teaching activities to achieve more effective learning results. Finally, several suggestions were proposed based on this study for the reference of the English teaching in junior high school, the design of the curriculum, the educational administration, and the future research as well as the future applying in teaching.