| Summary: | 碩士 === 慈濟大學 === 教育研究所 === 104 === Abstract
The purpose of this study was to examine the effects of teaching Phonics through cooperative learning approach on elementary school students' English learning achievement and English learning attitude. The present-posttest nonequivalent group design of quasi-experimental method was adopted. Forty-four students in two classes from an elementary school in Hualien City were divided randomly into two groups; each group contained 22 students. The students in experimental group were instructed 16 weeks’ Phonics in cooperative learning approach, and the control group were instructed in general teacher-centered way.
The data of the research were collected with "English Achievement Test" and "English Learning Attitude Scale", which were analyzed by the statistical methods of paired-sample t test, independent-sample t test and one-way ANCOVA, as well as other related documents like teacher’s reflective journal, interview with the students, and the questionnaire of students’ opinions on cooperative learning.
The major findings are as follows:
1. The phonics teaching materials which were designed by the researcher had significant effect in the students' spelling achievement.
2. Teaching Phonics through cooperative learning approach enhanced students’ sound-word identification ability, but there was no significant difference between the experimental and the control group.
3. Teaching Phonics through cooperative learning approach enhanced students’ word-pronunciation ability, and there was a significant difference between the experimental and the control group.
4. Teaching Phonics through cooperative learning approach enhanced students’ English learning attitude, and there was a significant difference between the experimental and the control group.
5. Teaching Phonics through cooperative learning approach had positive influences on students’ learning.
Finally, according to results and analysis of the research, some suggestions about implementing the cooperative learning and Phonics teaching were proposed for English teachers and future research.
Keywords: Cooperative learning, Phonics, English learning attitude, English learning achievement
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