| Summary: | 碩士 === 國立臺南大學 === 教育學系課程與教學碩士班 === 101 === The purpose of this study is to develop a “Review Strategy (RS) ,” and to apply it in teaching freshman English composition writing at university. The course activities started with a briefing of vocabulary through animation. Then, learners were advised to write up the situations reflected from the animated cue cards. The researcher investigated the use and reuse of the words in the learners’ English writings. Adopting quasi-experimental design, the study included 60 students from a national university in southern Taiwan. 30 students received RS instruction and instructional animation (experimental group); another 30 students received regular instruction (control group). Data analyses (sign test, Wilcoxon signed-ranks test, and ANCOVA) were employed to investigate the use and reuse of the designated words, the effects on English writing. Also, to explore the feedback of the participants, a questionnaire and an interview were conducted. The study found: (1) As for the previously learned word reuse, the experimental group was significantly better than that of the control group. (2) In total English word use, the experimental group was significantly better than that of the control group. (3) Writing performance of the experimental group was significantly better than that of the control group. (4) The experimental group showed positive attitudes toward the RS. (5) The experimental group also held positive attitudes toward the instructional animation. The findings indicate that the integration of the RS instruction and instructional animation for word use and reuse was effective on freshmen’s English writing performance. The researcher also makes recommendations based on the findings.
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