An Action Research on Developing the English Instructional Program with WebQuest and Future Problem Solving for Elementary School Students

• Main Authors: Ching-Shu Huang, 黃靖淑
• Other Authors: Wei-Wen Lin
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/88305449106450563554

碩士 === 國立臺北教育大學 === 教育學系教育創新與評鑑碩士班 === 102 === The goals of the study were (a) to develop an English instructional program with WebQuest and future problem solving for elementary school students (b) to explore the effectiveness of this program on students’ English learning achievement (c) to explore the effectiveness of this program on students’ future imagination (d) to reflect on carrying out the project for professional growth. The topic of the instructional program was ”Saving Biodiversity” and the action research approach was adopted for study. The quantitative and qualitative analyses were both used in this research. The quantitative data were collected via the pre-test and post-test of imagination test and the performances on the engagement scale, midterm exam, multiple test, the worksheet of future problem solving and the final product (English comics). The qualitative data were collected via the discussing record, worksheets, online documents, e-mail, teaching record and interview with students. The results of this research are as follows: 1. Development of the Instructional Program A. The topic of the instructional-program should be futuristic, imaginative, and valuable. B. The "Introduction” of WebQuest should provide future situations and facilitate students' learning motivation. C. The “Task” should be interesting and futuristic. D. The “Process” should be clearly presented with the steps of future problem solving. E. The “Resources” should be suitable to students’ English competence. F. The “Evaluation” should take in consideration the aspects of future imagination. G. At the "Conclusion" stage, students should be concerned about the future problems. H. The final product should represent the abilities of future imagination and English. 2. Learning Performance A. The students had behavioral engagement (persistence, attention, participation) while completing the task. B. The students learn more vocabularies after the project. C. The students learn the reading strategy and their English reading ability was improved after the project. D. The students’ English writing ability was improved after the project. E .The students’ capacity of future imagination was improved after the project. Regarding the research results and reflection, suggestions about teaching practice and future research were discussed.