A Study on Information Technology Integrated into Teaching the Seventh Graders Englsih Vocabulary

• Main Authors: In-Chin Yeh, 葉殷青
• Other Authors: Fu-Yuan Chiu
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/76600924217741416902

碩士 === 國立新竹教育大學 === 教育與學習科技學系課程與教學碩士在職專班 === 103 === To response to the internationalization , English is important to students. English ability should be based on English vocabulary. Integrating information technology into English teaching and learning is a key to enhance the interest in learning English and thus expands students’ vocabulary. So the purpose of this study was to examine the effects of applying SMART Response System and tablet computers to English vocabulary teaching and learning on seventh-grade students’ English learning achievements, learning attitudes and learning satisfaction. In this study, the English vocabulary of experimental teaching is from Unit Seven and Unit Eight in English Book Two. This study used a quasi-experimental design. Three seventh-grade classes in total of 90 students were randomly assigned to two experimental groups and one control group. One of the experimental groups used SMART Response to learn the vocabulary, while the other experimental group used tablet computers to learn the vocabulary. The control group used paper and pens to learn the vocabulary. The duration of the experiment was six weeks; a total of twelve sessions. The results are showed as follows: 1.The three groups’ learning achievements significantly progressed after the experiment. And the group of tablet computers assisted teaching was significantly better than the other two groups at total scores and the “spelling” and “meaning distingishing” factors of learning achievements . 2.In terms of learning attitudes, the two experimental groups significantly progressed and were significantly better than the control group. 3.The group of tablet computers assisted teaching was significantly satisfied with the teaching devices after instruction and was more significantly satisfied than the group of SMART Response assisted teaching.