| Summary: | 碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 98 === This quasi-experimental study aimed to investigate the impact of picture prompt on the development of six graders’ English writing ability and their English writing attitude. Data were collected through the pre- and post- tests of English writing ability and English writing attitude, and a course questionnaire. 44 sixth graders in the elementary school were recruited, 20 assigned as the experimental group and the other 24 as the control group. The experimental group received the writing with picture prompt teaching approach, while the control group took the conventional (question and answer) mode.
The study results of within-group comparison show that the control group and experimental group made significant progress in terms of the numbers of words, the number of sentences and the length of sentences of their writings. However, there were no significant differences between-group comparison in their writing ability nor were in their attitude toward English writing. The results suggest that regular writing practice will enhance students’ writing performance regardless of the employment of picture prompt.
To arouse students’ interest in English writing effectively, teachers must carefully choose the pictures used, allow children to choose pictures for their own and encourage them to discuss about what and how to write.
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