APPLICATION OF THE READER-AND-WRITER THEATER IN ENGLISH READING AND WRITING INSTRUCTION IN JUNIOR HIGH SCHOOL

• Main Authors: Hsin-hsien Huang, 黃馨嫻
• Other Authors: Ye-ling Chang
• Format: Others
• Language: en_US
• Online Access: http://ndltd.ncl.edu.tw/handle/11721024478382973553

碩士 === 國立高雄師範大學 === 英語學系 === 97 === The main purpose of this study is to investigate the effects of applying the Reader-and-Writer Theater Program (RWTP) on English teaching in junior high school. First, the comparison of the students’ English reading comprehension and adapted English script writing before and after the RWTP were made. Second, the differences of the students’ English reading and writing attitude before and after the RWTP were compared. In addition, the student responses to English reading activities and adapted English script writing after the RWTP were probed. Finally, the student responses to cooperative learning after the RWTP were discussed. The subjects consisted of 67 eighth graders in two classes of Chong De Junior High School (CDJHS) in northern Taichung City. The study of the RWTP was conducted in 12 weeks. Before the RWTP, the students were asked to answer the pre-study questionnaires of subjects’ responses to English reading and writing, take the pre-test of English reading comprehension and the pre-study of adapted English script writing. During the study of the RWTP, the researcher first demonstrated the reading and writing activities in the RWTP. Then the students were divided into five heterogeneous groups in each class according to their English proficiency. All the groups were asked to do the five reading activities in order with the assigned script. Afterwards, each group had to adapt their script cooperatively and performed it in class. After that, all the subjects were asked to take the post-test of English reading comprehension, the post-study of English Readers Theater adapted writing, and answered the post-study questionnaires. The scores from the pre-test and post-test of English reading comprehension and the pre-study and post-study of adapted English script writing were compared by two paired samples t-tests, so were the first 16 Items of the student responses to the pre-study and post-study questionnaires. The student responses to Item 17 to Item 33 were analyzed quantitatively by means of a descriptive statistic and their responses to open-ended questions were analyzed qualitatively. Based on the data analyses, the major findings of the study were concluded as follows: 1. There is a significant difference in the students’ pre-test and post-test of English reading comprehension and the pre-study and post-study of adapted English script writing scores. It means that the RWTP was beneficial for improving the students’ reading comprehension and adapted English script writing. 2. There is a significant difference in the student responses to English reading and writing before and after the RWTP. The mean scores showed that the RWTP had a positive effect on the students’ responses to English reading and writing. 3. The student responses to the five English reading activities in the RWTP indicated that the RWTP was beneficial for increasing students’ English reading interest, reading fluency, reading comprehension, and fulfillment in English learning. 4. The students had positive responses to the adapted English script writing in the RWTP. Most of the students preferred the adapting writing process with their group members. 5. The students responded positively to cooperative learning in the RWTP. Most of the students enjoyed reading and writing English cooperatively in the RWTP. Based on the study findings, it is found that the RWTP is helpful for promoting the students’ English reading comprehension, adapted English writing, and responses to English reading and writing. Therefore, English teachers can apply the RWTP to enhance students’ English reading and writing, and encourage students to create their own scripts for performance. They can also make good use of cooperative learning to create a student-centered and supportive atmosphere in English classrooms.