Action Research on a Goal-Setting Program for Junior High School EFL students

• Main Authors: Yen-Ling Shao, 邵燕玲
• Other Authors: Dr. Shanmao Chang
• Format: Others
• Language: en_US
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/12026394298391975531

碩士 === 國立彰化師範大學 === 英語學系 === 102 === ABSTRACT This action research aims to implement a goal-setting program and investigate whether the program could help improve students’ English learning, with a more positive attitude and enhanced perceived self-efficacy toward their EFL learning achievement exams after participating in the program. The goal-setting program in the study was developed by the teacher researcher for six participants who were volunteers in an eighth-grade EFL classroom of a junior high school. The program was implemented over a seven-week period of time which included an interval for one monthly exam, following the school’s schedule. In this study, the participants were taught three lessons, and assigned four proximal goals for each lesson and one distal goal for the monthly exam. Furthermore, the participants were required to complete several tasks in the study; for example, writing study records, keeping learning journals and maintaining goal attainment records. Both qualitative and quantitative research method were employed to collect data in this study. Qualitative instruments included the participants’ learning journals, interviews, the teacher’s teaching journals and reflections. Quantitative instruments included a self-efficacy strength questionnaire and a goal-setting response questionnaire. This goal-setting program helped the participants enhance their motivation to learn English successfully. Their perceived self-efficacy and sense of EFL learning achievement also improved. In addition, the participants developed a positive attitude towards learning English and they considered that the goal-setting program was of great value to them. They were obviously willing to continue to participate in the program. In the teacher’s reflections, the teacher researcher noted that she was profoundly appreciative of the program. Nevertheless, some areas of weaknesses that could be improved have been listed. Teacher-pupil relations were also greatly improved.