| Summary: | 碩士 === 國立屏東教育大學 === 英語學系 === 98 === The main purpose of this present study aims to investigate the differences in students’ reading comprehension and story recall after they were instructed by the teacher-mediated storytelling approach (TMSA) and the computer-mediated storytelling approach (CMSA). The study also explores the students’ responses toward the two teaching approaches in the way they present the stories.
52 fifth graders from an elementary school located in Kaohsiung City, Taiwan were chosen and instructed by the TMSA and the CMSA two times. Each time, one conventional and one interactive storybook were used. The teaching procedure of the TMSA and the CMSA were the same.
The research instruments consisted of reading comprehension tests, story recall tests and a questionnaire. In addition, 12 students were later chosen to be interviewed. The data analysis adopted both quantitative and qualitative analysis. The paired samples t-test was applied to examine the differences in reading comprehension tests and story recall tests. Descriptive statistics were applied to explore students’ responses toward the TMSA and the CMSA. As for the qualitative analysis, the interviews were used to gather students’ opinions toward the two teaching approaches.
The major findings of the present study are summarized as follows:
1.There were differences in students’ reading comprehension between the TMSA and the CMSA. In the first experiment, the mean score of using the TMSA was higher than that of using the CMSA, but in the second experiment, the mean score was higher when the teacher used the CMSA.
2.It was not sure whether there were differences in story recall because in the first experiment, there were no significant differences in students’ story recall but in the second experiment, the mean score of using the CMSA was significantly higher than that of using the TMSA.
3.Students learned words from both of the TMSA and the CMSA. Also, they understood the stories no matter they were presented in traditional pictures or animations.
4.Generally speaking, students like both of the teaching approaches. But in terms of sounds, they preferred the TMSA. In fact, it was the content of the story that affects their preferences but not the way of teaching approaches.
On the basis of the study findings, it is suggested that English teachers in the elementary schools adopt suitable storybooks in English classes. When telling stories using the TMSA, the size of the book and the pictures should be big and clear enough for all of the students to look at. When using the CMSA, teachers should pay more attention to whether students are really reading the story. It is hoped that the findings of this study can serve as references in this field and make contributions to the future research.
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