| Summary: | 碩士 === 中華大學 === 科技管理學系碩士班 === 102 === This research was to explore the impact of teachers’ adoption and integration of information and communication technology into English teaching on seventh graders’ motivation, learning strategies, and academic achievement. The purposes of this study were as the following: 1. To examine the impact of integration of information and communication technology into English teaching on seventh graders’ motivation, learning strategies, and academic achievement. 2. To find gender differences in motivation, learning strategies, and academic achievement. 3. To analyze the improvement made between the experiment group and the control group after the instructional experiment.
The research method was a quasi-experimental design. The 104 seventh graders from four classes were selected to participate eight weeks long instructional experiment. Two classes (53 students) of them were the experiment group, carrying on the instructional experiment in the virtual situational classroom; the other two classes (51 students) were the control group, carrying on the technological curriculum design in the traditional classroom. The results found that the experiment group and the control group made significant improvement after the instructional experiment, but there was no significant difference in English learning motivation, strategies and academic achievement between the two groups. As for gender differences, female students scored higher grades in learning strategies and academic achievement than male students.
Based on the findings, suggestions for the integration of information and communication technology into English teaching for school teachers, educational institutions, and further studies were included.
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