| Summary: | 碩士 === 國立高雄師範大學 === 英語學系 === 104 === ABSTRACT
This study aims to investigate the application of adolescent fiction (AF) through cooperative learning (CL) in English reading instruction, exploring the effects on English reading proficiency, English reading motivation, attitude to AF and CL and responses and suggestions to the AF reading instruction. The selected AF is Bridge to Terabithia written by Katherine Paterson.
The subjects of this study included 40 tenth-grade students at Dayuan International Senior High School in Taoyuan. During the eleven-week English reading instruction, all the subjects were required to read the selected fiction, participating in CL. In this study, the paired-samples t-test was implemented to examine the difference in the students’ English reading proficiency between pretest and posttest and the difference in the students’ English motivation between pre-study and post-study questionnaire. Moreover, the subjects’ attitude to AF and responses to CL were presented and analyzed in frequency and percentage. At last, the four open-ended questions in the post-study questionnaire were qualitative categorized and discussed.
The major findings of the study were summarized as follows:
1. This instruction enhanced the majority of the students’ reading proficiency.
2. This instruction had a positive effect on the majority of the
students’ reading motivation. In addition, the results indicated the possible factors affecting their reading motivation, which fostered the students and the researcher to make further reflection and improvements.
3. Most of the students took positive attitude toward AF after this AF instruction.
4. Most of the students showed their fondness to CL after this AF instruction.
5. The majority of the students responded positively to this instruction and proposed their learning difficulties, learning improvements, expected reading genres and feedback and suggestions to the instruction.
Based on the research findings, it is suggested that English teachers apply CL in teaching, making good use of heterogeneous groups to reinforce positive interaction among students and learning efficiency. Moreover, teachers can integrate English AF into the reading instruction so as to enhance students’ English reading proficiency and motivation. Finally, students’ learning difficulty and burden should be taken into account while teaching. With appropriate adjustment and assistance, students will steadily gain improvements.
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