台中縣市國小五年級學童課外英語補習現況及其與在校英語學習態度之研究

• Main Authors: CHEN, YI CHUN, 陳宜均
• Other Authors: 呂錘卿
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/77262730430523735645

碩士 === 國立臺中教育大學 === 課程與教學研究所 === 98 === The purposes of this study were to investigate the current status of attending English cram schools and the English learning attitudes of 5th-grade elementary school students both in Taichung City and County. The current status of attending English cram schools included the case of attending English cram schools and to what extent of the emphasis which parents and children put on English cram schools. Also, both differences between these students’ backgrounds and the current status of attending English cram schools were analyzed. The English learning attitudes denoted attitudes toward English course, English learning and English homework. Also, both differences between these students’ backgrounds and the English learning attitudes were analyzed. Furthermore, the study was aimed to detect the relationship between the current status of attending English cram schools and the English learning attitudes. Questionnaire was developed for addressing the current status of attending English cram schools and the English learning attitudes of elementary school students in Taichung City and County. The sample consisted of the 5th-grade students from 17 elementary schools in Taichung City and County. The data were analyzed by percentage, mean, standard deviation, t-test and ANOVA. The major findings were as follows: 1. Over 80% of the students attended English cram schools and they identified the teaching of English cram schools. 2. There were differences of the current status of attending English cram schools in the location of school, parental education, frequency of trips abroad, the English ranking of last semester, and the current level of English. 3. There were differences of English learning attitudes in parental education, the English ranking of last semester, and the current level of English. 4. There were significant differences between the frequency of attending English cram schools and learning attitudes in school. 5. There were significant differences between the extent of emphasis parents and children put on English cram schools and learning attitudes in school. 6. There were significant differences between the whole current status of attending English cram schools and learning attitudes in school. Finally, based on the findings, some suggestions for the educational authorities, school teachers, and further studies were recommended.