The Action Research of Initial Plan’s Implementation of English Teaching Enforcement Module to Promote Students’ English Basic Competency – For Six Graders in Special Remote School

• Main Authors: Huang, Jeng-Da, 黃正達
• Other Authors: 吳和堂
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/8wvg8d

碩士 === 國立高雄師範大學 === 教育學系 === 102 === This action research was to explore the effects of implementing three modules, “Increased Learning Class”, “Host English Language Camp”, and “Practice Multiple Assessment” of “Initial Plan of English Teaching Enforcement Modules at Junior &; Elementary School”, specifically on six graders’ English basic competency in listening, speaking, reading, and writing. In this action research, the researcher experienced the process of “action, observation, reflection and correction” with self-made English basic competency assessments, interviews with students, collaborative staff’s feedback and self- reflection to collect, analyze, reflect and evaluate data to modify the study all the time. According to data analysis and research results, the researcher summarized the following conclusions: I. “Increased Learning Class” Aspect: 1. “Increased Learning Class” can promote students’ English basic competency. 2. Ongoing using “Increased Learning Class” still has positive effects on students’ English basic competency. 3. Changing “Increased Learning Class” frequency can effectively help students adapt application of English basic competency. II. “Host English Language Camp” Aspect: 1. “Host English Language Camp” is a short-term activity and fails to promote English basic competency of students continually. 2. “Host English Language Camp” can promote students’ learning interests. III. “Practice Multiple Assessment” Aspect: 1. “Practice Multiple Assessment” can effectively help students learn English basic competency. 2. “Practice Multiple Assessment” can help students have specific benchmark to promote their English basic competency. 3. “Practice Multiple Assessment” can promote students’ motivation on listening and speaking competency. In the end, according to the research conclusion, the researcher provided some specific suggestions to implement these three modules. I. “Increased Learning Class” Aspect: 1. From “Increased Learning Class” to “Increased Learning Frequency”. 2. Researching on “Block Scheduling”. 3. Holding study groups of teaching time management. II. “Host English Language Camp” Aspect: 1. Designing assessment on learning context of English language camp. 2. Allying English language camp with college/university. 3. Helping special remote school host English language cam. III. “Practice Multiple Assessment” Aspect: 1. Using multiple ways to ensure parity of resources of school between country and city. 2. Desiging assessments on listening, speaking, reading, and writing. 3. Using more types of multiple assessments. 4. Developing item discrimination and difficulty index on English basic competency assessments.