| Summary: | 碩士 === 國立屏東科技大學 === 技術及職業教育研究所 === 98 === In this study, the subjects are the students from the rotary cooperative education class in Kaohsiung Shu-Te Vocational School, and the method is the action research. Through the examining of the process of teaching, the research theme focuses on the course contents and activities. The data is analyzed to do self-reflection and activate the content of English instruction. During the process of doing research, the learning environment of high-quality scaffolding-based English corner activities, has been designed, and through the English corner activities, students’ learning desire and learning achievement can be enhanced. The present research emphasizes the process-oriented action research and aims to upgrade individual teachers’ professional English teaching ability and explore the effectiveness of situational teaching.
In the present study, teachers, as part of the subjects, are four vocational high school English teachers, including one homeroom teacher of the rotary cooperative education class of Department of Hospitality in Kaohsiung Shu-te Vocational School, two English teachers of Department of Applied English, and the researcher. As for the subjects of students, there are 42 students from the rotary cooperative education class of Department of Hospitality, participating in the activities. Sixteen students in the experimental group had pre-admission test score, less than 16, of the English Basic Competency Test. Thus, their score has shown that the English proficiency of these students is obviously inadequate. However, through English corner activities, it can be seen that the situational English instruction really has a positive impact on students.
Therefore, the author hopes that by this research English corner activities can be strengthened to achieve the great help that can be provided as a guideline for those teachers partaking in the instruction of English corner activities in the future. The findings are shown as follows:
First, students’ negative experience of learning English influences their English learning desire.
Second, English corner teaching activities may promote the vocational school students’ English learning desire.
Third, English corner teaching activities may enhance the vocational school students’ English learning effectiveness.
Fourth, through English corner teaching activities, the effective teaching strategies can promote the students’ learning desire and increase effectiveness. If the content of learning can be connected with students’ daily life, then it makes English learning effective. Actually, the idea of the score-oriented study possibly makes many low-achieved students unwilling to try to study again.
Fifth, the self-reflection report on English teaching activities can augment teachers’ professional development and realize that the interaction between the teacher and students can affect students’ learning effectiveness.
To sum up, the situational English teaching method hopefully can be universally integrated into general English curricula so as to achieve the goal of “Learning English can be fun!”
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