| Summary: | 碩士 === 國立高雄師範大學 === 英語學系 === 97 === Abstract
The purpose of this study aims to probe into the effects of character education in junior high school English reading instruction through Little builders series. The subjects were 66 second-year students from two classes at Nan-ning Junior High School. All the subjects were instructed by the teacher researcher to read four short stories during 12 weeks. The data collected from the reading comprehension tests and the questionnaire were analyzed by the t-test. The major findings of this study were listed as follows:
1. After the analysis of the questionnaire, character education in junior high school English reading instruction through Little builders series enhanced the students’ learning motivation and their learning attitudes.
2. The scores of the students’ reading comprehension posttest were significantly higher than those of the pretest after the application of character education embedded in English reading instruction through Little builders series.
3. The majority of the students responded positively to character education in junior high school English reading instruction through Little builders series.
4. With the analysis of the questionnaire and the interview, the students not only learned English reading strategies but enhanced their character building. Nonetheless, the students were in hopes of having ample time and multi-faceted pedagogical activities for them to participate in.
On the basis of the above findings, it is suggested that EFL teachers integrate character education into English reading instruction. The combination can not only promote the students’ reading comprehension performance but also enhance their character building by means of reading short stories focused on character education. Additionally, EFL teachers are urged to interact with the students and instruct them to learn more efficiently in the process of conducting English reading instruction in order to enhance their reading interest and comprehension competence.
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