The Effects of Mindfulness Matters Integrated into English Teaching on Elementary Fourth Graders for Developing Attention and English Abilities

• Main Authors: Pei-Chun Shih, 施佩均
• Other Authors: Hui-Min Ou
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/28742252461392110335

碩士 === 南華大學 === 生死學系碩士班 === 104 === 　　The purpose of this study is to investigate the effects of mindfulness matters integrated into English teaching on elementary fourth graders for developing attention and English abilities. This study adopts the non-equivalent group pre-test/post-test design of quasi-experimental designs as well as adopts the data analyzed through qualification statistics analysis and interviews. 　　The instruments for measuring the effects were “Multi-dimensional Attention Test” and the students’ scores of English Mid-term and Final. The data was analyzed through one-way covariance analysis. Furthermore, there are some qualitative data such as the teach self-reflection journal, the students’ course feedback questionnaire, the worksheet of mindfulness, and interview with teachers and parents, etc. These data are used to probe into the improvement of students’ attention and English abilities. The experiment samples are from two elementary fourth graders in Taichung City. The experimental group was treated with 8 week of mindfulness matters integrated into English teaching, 40 minutes a session and two times a week. The control group participated in the generally sessions. The findings of this study are listed as follows: 1. The effects of mindfulness matters integrated into English teaching on improving selective attention of experimental group students were showed significant exhibition. 2. The effects of mindfulness matters integrated into English teaching on improving divided attention, sustained attention and English academic achievement of experimental group students were showed no significant exhibition. 3. The experimental group students and their teachers as well as their parents had positive feedback about the effects of mindfulness matters integrated into English teaching on improving students’ attention and English abilities. 4. The experimental group students were showed improvement on attention and English academic achievement from the data of qualification statistics analysis and interviews. 　　Based on the finding of this study, several suggestions are provided for parents, school guidance and further research.