An Action Study on Appling “Readers Theater” in English Oral Teaching Strategies for Students in a Junior High School

• Main Authors: Ou Yu Ching, 歐于菁
• Other Authors: Yen, Pey-ru
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/24302478052338806493

碩士 === 國立臺中教育大學 === 教育學系課程與教學碩士班 === 101 === The study aimed to find whether the students in a junior high school improved their achievement for English oral learning, and to dissect the researcher’s reflection and growth after the action study on applying “Readers Theater” in English oral teaching strategies. The study used action research to practice “Readers Theater” in junior high school English oral teaching strategies. Thirty seventh-grade junior high school students, as the research object, accepted the teaching plan of using Readers Theater with totally sixty classes in the teaching plan. This study adopted both quality and quantity information data analysis to discuss the effective teaching strategies and English oral learning effect. Scorer reliability was used to analyze the reliability of the English oral test. T test was used to analyze the effect between the first result and the second result of the English oral test. The analysis of the research finding showed in two aspects: first, about the development and the practice of “Readers Theater” curriculum, found that teachers should analyze the teaching environment by SWOTS; micro-teaching before classroom teaching could make the formal teaching fluent; the use of RT contest video could make students interested in RT and know what RT is; teachers should do well while instructing, guiding, demonstrating, and evaluating; students should do well while doing self-learning and group-learning; groups should be heterogeneous and the students’ interaction relationship should be concerned while diving groups; that five to eight persons are in a group is the most proper way for group size; the rows of students’ seats should be changed into “ㄇ” form in the classroom to make the teaching processes and group discussing convenient; it is important to make class rules with students, including the class chemistry and the way of giving groups awards or punishment; role-play, cooperative learning, and electronic book teaching enriched RT curriculum; students could learn how to admire others and themselves by evaluating others while the classmates did stage play and evaluated themselves after all the groups finished the stage play; the course evaluation should include formative qualitative assessment and summative quantitative assessment. Second, about the students’ learning effect, found that RT curriculum could promote the ability of recognizing and reading vocabulary out aloud; RT curriculum could promote the accuracy, fluency, tone, and body language of English oral ability; RT curriculum could make students’ attitude toward speaking English change positively; RT curriculum could bring out English oral learning effect on different English achievement based students; RT curriculum could bring out English oral learning effect on different English oral ability based students; RT curriculum provided more opportunities for students to speak English; RT curriculum could provide the skills of reading aloud for students; RT curriculum could make students learn how to use what they learned and show their creativeness in their stage play; students liked RT curriculum and took part in the activities positively with high motive; RT curriculum made students learn how to cooperate with others.