The Effects of Meditation Integrated to English Teaching on English Vocabulary Learning Achievement of Fifth Grade Students: Attention as a Mediator

• Main Authors: Hui-ling Wang, 王惠玲
• Other Authors: 林正昌
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/10545293736980232708

碩士 === 國立臺灣師範大學 === 創造力發展碩士在職專班 === 99 === The study aimed to investigate the effects of meditation integrated to English teaching on English vocabulary learning achievement. Besides, the correlation between the meditation integrated to English teaching and English vocabulary learning achievement with attention as a mediator was also included in this investigation. This study was a quasi-experimental design. The participants were 46 fifth-graders at an elementary school in Taipei City; they were divided into two groups: 23 students in the experimental group and 23 students in the control group. The 23 students in the control group received normal English instruction, whereas the 23 students in the experimental group received the meditation integrated to English instruction for 12 weeks. Each week conducted two periods; each period covered 40 minutes. In terms of assessment instruments, the following three quantitative instruments were conducted since the study adopted the quantitative research method. The instruments were Initial English Vocabulary Ability Test, English Vocabulary Learning Achievement Test and the sustained attention subtest of Multi-dimensional Attention Test. Initial English Vocabulary Ability Test and English Vocabulary Learning Achievement Test were utilized to examine the performances of participants on English vocabulary learning achievement. The sustained attention subtest was to examine the performances of participants on attention. As to the data analysis, the pretest and posttest data were analyzed by one-way ANCOVA and regression. According to the data analysis, the results of the study were as follows: 1. The meditation integrated to English instruction significantly improved the performance of students on English vocabulary learning achievement. 2. The meditation integrated to English instruction did not significantly improve the performance of students on attention. 3. There was no mediating effect between attention and the performance of participants on English vocabulary learning achievement. Based on the results of the study, some suggestions were made for the directions of the future research.