| Summary: | 碩士 === 國立臺灣海洋大學 === 應用英語研究所 === 101 === The purpose of the study is to investigate storybook teaching and learning in an EFL course of a Multiple-Activation Program in New Taipei City. A grade five class of the English Learning Club (ELC) was selected as a case for a close investigation. The researcher took a process-oriented perspective to gain an understanding on how participants co-constructed the course and reached the learning expectations. The data set included the class observation, video and audio recording, after-class note taking, and collection of artifacts. The data analysis techniques included course mapping, transcriptions of classroom discourses, discourse analysis, and triangulations.
The research findings were as follows. First, the course plan showed that the three most emphasized learning objectives of the course were incorporated by enhancing students’ comprehension of the text, applying learned language knowledge of words and sentences, and enhancing students’ reading interests. Second, the investigation on classroom discourses showed that the teaching and learning stressed on both the scopes of language content and exchanges of ideas. Students were supported to apply language knowledge as planned, mostly in reading and writing texts. The differences between the plan and the constructed course were caused by the genre of the chosen story and the features of the final project work as being a writing project. Moreover, classroom discourse of exchanges of idea relating to the story showed that extent of comprehension was not limited at the word level. Students were able to go one step further to reflect their own thoughts and ideas. Finally, students showed improvement in their spoken vocabulary and accessed to the language usage in a meaningful way in the Booklet Project. Moreover, it was found that critical thinking appeared very often and reached a different level when students have a chance to access to the storybook. Accepting of students’ ideas which were beyond adults’ imaginations was the first step to encourage more students to participate in the creative thinking. The freedom of choosing either L1 or FL to express meaning was essential for students participating in creative or critical thinking.
It is suggested that the teacher of the textbook-based EFL courses should be the same one teaching the ELC course, because they have the best understanding on students to choose the most appropriate books for learning. Next, because it takes careful design for activities helping students in learning of multiple aspects, teachers often need to spend extra time and efforts in course preparation. Therefore, it is suggested the EFL teachers should cooperate to develop the course and the materials for a storybook-learning course.
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