| Summary: | 碩士 === 銘傳大學 === 應用英語學系碩士在職專班 === 106 === The purpose of this action research study was to explore the effects of word grouping instruction on two classes of fifth grade basic level elementary students who studied in a bilingual elementary school. Several studies have shown word grouping to be an effective learning and teaching strategy in helping students' to build their long term memory. Thompson (1987), for example, suggested that “rearranging words on a page to form patterns, such as a triangle, appears to improve recall” (p.45). To fulfill the purpose of the study, an experimental design was employed, in which the independent variables of students’ achievement, motivation, and learning perceptions were observed. A total of 45 students participated in the study, with 20 students in the experimental group and 25 students assigned to the control group. The experimental group received a 30 minute English class per day based on grouping instruction for 10 weeks. While the other class, the control group, was given no treatment. After the instruction, both groups took post-tests on the same subjects as the pretests. In addition, a post-instruction questionnaire was given to the experimental group to investigate their responses to the grouping instruction. Results indicated that students felt that learning by word grouping was interesting but difficult. The findings of this study can serve school teachers as pedagogical references for teaching students with spelling difficulties and provide future researchers with insights on related studies.
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