A Study of Current Implementation and Developmental strategies of English Village Policy in Junior High Schools and Elementary Schools in Kaohsiung City

• Main Authors: Wei-Ya Hung, 洪薇雅
• Other Authors: Wen-San Huang
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/40037491081893353305

碩士 === 國立高雄師範大學 === 教育學系 === 100 === This study has investigated the current implementation and developmental strategies of “English Village” policy of elementary schools and junior high schools in Kaohsiung city. The purpose of this study was to understand the current situation of the English Village’s implementation after the merger of Kaohsiung city and county as well as different perspectives on the cognition, teaching and administration, difficulties and developmental strategies of English Village policy among different variables of the staffs and English teachers. Moreover, this study also investigated the correlation and prediction among the four aspects: the cognition of policy, teaching and administration, difficulties and developmental strategies. The participants of the study were the staff and English teachers in elementary and junior high schools who had already conducted the English Village. Quantitative research was the main method and qualitative method was also adopted to further confirm the results. A total of 102 questionnaires were distributed to 17 elementary and junior high schools. There were 6 teachers in each school doing the survey. The response rate of the questionnaires was 99%, and 95% available. The collected data were analyzed by using the statistical methods of t-test, one-way ANOVA, Pearson Product-Moment Correlation, and Multiple Regression. Also, in order to support the results of quantitative analysis, 3 principals and 3 teachers were invited to participate in the following interviews. This research was concluded as following: 1. Most of the staff and English teachers have positive attitudes toward the policy’s cognition, teaching and administration, and developmental strategies. 2. The research showed that the staffs and English teachers who were under 30 years old or about 41 to 50 years old had more positive perception of teaching and administration than the teachers who were about 31 to 40 years old. 3. The staff and English teachers who had served less than 5 years or above 21 years had more positive perception of teaching and administration than the teachers who had served 6 to 10 years. 4. The substitute teachers had higher perception on the cognition of policy and developmental strategies than homeroom teachers. 5. There were significant differences of the perception on the cognition, teaching and administration, difficulties and developmental strategies among the staff and English teachers according to their different school category. 6. There were significant differences of the perception on the cognition, teaching and administration, difficulties and developmental strategies among the staffs and English teachers according to different types of English Village. 7. There were significant differences of the perception on the cognition, teaching and administration, difficulties and developmental strategies among the staffs and English teachers according to whether they had participated in the administration of English Village before. 8. There were significant differences of the perception of the cognition, teaching and administration, and difficulties among the staffs and English teachers according to whether they were teachers in English Village or not. 9. There were significant correlation between the cognition, teaching and administration, difficulties and developmental strategies. 10. There was significant predicting power of the cognition, teaching and administration, and difficulties on the developmental strategies. In order to make English Village developed sustainably in the future, based on the results of quantitative analysis and interview, the researcher concluded these findings and provided some suggestions for the schools where the English Villages were located and for the authorities of educational administration.