A Study on How DVD-aided Situated Teaching Enhances English Listening Skills from Learning Styles and Learning Attitudes for Junior High School Students

• Main Authors: Ling-Chiao Lin, 林玲巧
• Other Authors: Bau-Min Tu
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/16571382274771309942

碩士 === 康寧大學 === 資訊傳播研究所 === 103 === This study aimed to explore how DVD-aided situated teaching enhances English listening skills of junior high school students, with their learning styles and attitudes investigated. In compliance with a quasi-experimental design, this study was supported by a teaching session of sixteen weeks; meanwhile, the teaching materials consisted of ten units in the September issue of Let’s Talk in English, 2014. The participants, i.e., two classes of eighth-graders, were recruited from a junior high school in Tainan, Taiwan. Thirty participants in the experimental group (EG) learned English by the DVD-aided situated learning method while the control group (CG) had thirty-one participants, who followed a traditional method. As a pretest before the experiment, both the EG and the CG took an elementary-level listening test of General English Proficiency Test (GEPT), answered a Likert-scale questionnaire about English-learning attitudes, and filled in another questionnaire about English-learning styles. As a posttest after the experimental programs were implemented, both groups again received the elementary-level listening test of GEPT and completed a Likert-scale questionnaire about English-learning attitudes. 1. With between-group comparison conducted after the experiment, the following results were discovered. a)There was a significant difference in English listening achievement. b) The high-performance, mid-performance, and low-performance students showed a significant difference in English listening achievement. c) The audio-type, visual-type, and kinaesthetic-type students showed a significant difference in English listening achievement. 2.With inside-group comparison conducted before and after the experiment, the following results concerning the EG were discovered. a)There was a significant difference in English listening achievement. b) The high-performance students showed no significant difference in English listening achievement. c) The mid-performance and low-performance students showed a significant difference in English listening achievement. d)The audio-type, visual-type, and kinaesthetic-type students showed a significant difference in English listening achievement. 3.With inside-group comparison conducted before and after the experiment, the following results concerning the CG were discovered. a)There was no significant difference in English listening achievement. b) The high-performance, mid-performance, and low-performance students showed no significant difference in English listening achievement. c) The visual-type and kinaesthetic-type students showed no significant difference in English listening achievement. d) The audio-type students showed a significantly negative difference in English listening achievement. 4. As between-group comparison was made after the experiment, the EG showed a significant difference in English-learning attitudes. 5.As inside-group comparison was performed before and after the experiment, both groups showed a significant difference in English-learning attitudes.