| Summary: | 碩士 === 淡江大學 === 教育科技學系碩士在職專班 === 97 === The purpose of this study was to explore the effects of incorporating multimedia into Content and Language Integrated Learning method on English reading and learning attitudes of elementary school students. Teaching materials were children’s English picture-story books. A quasi-experimental design was used. Four classes of fifth-grade students from an elementary school in Taipei City were randomly assigned to either the experimental or the control group. There were 101 students in total. The experimental group received “Multimedia Picture-story Book Reading Instruction” while the control group received “Paper Picture-story Book Reading Instruction”. The experiment was conducted for 8 weeks/times. The English proficiency test and the English learning attitude questionnaire pre-test were administered before the experiment. After the completion of the experiment, the English reading comprehension test and the English learning attitude questionnaire post-test were conducted. The statistical data were analyzed through ANCOVA and T-test. The findings of this study were as follows:
1. The effects of English reading：
The control group performed significantly better than the experimental group. The control group made significant improvement in “listening” and “vocabulary and sentence recognition” than the experimental group. There was no significant difference in “reading comprehension” between both groups.
The experimental and the control groups’ high and low achievers’ scores were not significantly different in “listening”, “vocabulary and sentence recognition”, and “reading comprehension”. The middle achievers of the control group received significantly higher scores in “vocabulary and sentence recognition” and “reading comprehension” than the middle achievers of the experimental group.
2. The effects of English Learning Attitudes:
There was no significant difference between the experimental group and the control group in “English learning attitude”, “English reading motivation”, “attitudes toward school English course”, and “English learning confidence”.
Based on the findings, suggestions for the application of Content and Language Integrated Learning Method for educational institutions, school teachers, and further studies were included.
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