| Summary: | 碩士 === 國立高雄師範大學 === 英語學系 === 104 === This study aimed to investigate the effect of the English Micro-movie Program (EMMP) on speaking performance for potential English achievers (PEA) in junior high school. To begin with, the PEA’s English speaking performance before and after the EMMP were compared. In addition, the PEA’s responses to English speaking performance, and English learning were explored. Finally, the PEA’s difficulties, and suggestions for the EMMP were investigated.
In this study, 51 eighth-graders in Rei-Fung Junior High School in Kaohsiung were recruited. In a English classes. After data collection, the English speaking performance tests and questionnaires between the pre-study and post-study were compared by a paired-sample t-test and descriptive statistics quantitatively. Additionally, some student responses to the open-ended questions on the post-test questionnaire were analyzed qualitatively. Based on the data analysis, the findings of the study are summarized as follows:
1. There is a significant difference in the PEA’s English speaking accuracy before and
after the EMMP. In addition, the mean score of the post-test is higher than that of
the pretest. Therefore, the EMMP facilitated the PEA’s English speaking accuracy.
2. There is a significant difference in the PEA’s English speaking fluency before and
after the EMMP. In addition, the mean score of the post-test is higher than that of
the pretest. Therefore, the EMMP is beneficial to the PEA’s English speaking fluency.
3. There is no significant difference in the PEA’s responses to English speaking.
However, the mean scores of the post-study were higher than that of the pre-study,
which indicated that the EMMP had a positive influence on the PEA’s responses to
English speaking.
4. There are three significant differences in the PEA’s responses to English learning.
Specifically, their interests in learning English were enhanced, therefore the EMMP
was a favorable learning program for them. They expressed that their pronunciation as
well as academic studies were improved after the EMMP.
5. Most students presented positive responses to cooperative learning in the EMMP.
Specifically, they learned to help one another, and they acquired a lot when
cooperating with peers. In terms of the affective part, the PEA found that English
learning became easy and interesting when a cooperative and supportive environment
was constructed in the EMMP. In terms of the linguistic part, the PEA could always
get help from their classmates to improve their English pronunciation and to develop
one another’s English communicative competence.
6. Among the students’ gains from the EMMP, they benefited mostly in improving their
English communicative competence and the understanding of English sentence
structures. As for the difficulties in the EMMP, most of the students indicated that
they had difficulties in overcoming stage fright and feeling unable to memorize the
scripts. As for the suggestions for the EMMP, the students anticipated more time for
preparation and more interesting topics for them to choose from in the future.
According to the study findings, EFL teachers can adopt micro-movie program in the English instruction for students to better English speaking accuracy and fluency. Teachers are also recommended to incorporate cooperative learning into their regular English lessons to improve their students’ learning attitudes and speaking performance. In addition, textbook compliers may incorporate English speaking activities and sample micro-movies into the English textbook for junior high school students to practice their English speaking in class.
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