The Effects of English Pop Songs Instruction on English Learning for Junior High School Students with Mild Intellectual Disabilities

• Main Authors: Lee, Ya-Ting, 李雅婷
• Other Authors: Ya, Jing-Yun
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/yu4b88

碩士 === 國立彰化師範大學 === 特殊教育學系輕度障礙教育碩士班 === 105 === The purpose of the study was to explore how English pop songs instruction enhanced English vocabulary recognition, comprehension and sentence comprehension for junior high school students with mild intellectual disabilities. The six junior high school students with mild intellectual disabilities served as the subjects. This study employed the Withdrawal Designs technique across subjects. The independent variable of this research was English pop songs instruction, whereas the dependent variables were the outcomes of students’ learning of English vocabulary’s recognition, comprehension, and sentence comprehension. The experiment was divided into three phases, respectively the baseline period, the treatment period, and the maintenance period. The English vocabulary’s recognition, comprehension and sentence comprehension tests were developed by the researcher. The collected data were analyzed with visual inspection and C statistics. All participants and class assistive teachers were interviewed to assess their ideas and suggestions with this intervention program. There are three major findings. First, English pop songs instruction has immediate and retained effects on students’ English vocabulary recognition. Secondly, English Pop Songs instruction has immediate and retained effects on student’s English vocabulary comprehension. Thirdly, English pop songs instruction has immediate and retained effects on students’ English sentence comprehension. Fourthly, English pop songs instruction enhance learning interests and attitudes. According to the findings mentioned above, suggestions were proposed for future studies and English teaching in students with mild intelligence disabilities.