The Effects of Interactive Response System in Teaching Vocational High School English on Students’ Attitudes and Vocabulary Learning

• Main Authors: Huang, Shih-Chun, 黃詩淳
• Other Authors: 蔡銘修
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/bfrau7

碩士 === 國立臺北科技大學 === 技術及職業教育研究所 === 106 === Learning attitude has been considered as an essential factor to activate learners’ learning behavior. Generally, vocational high school students have a more negative learning attitude towards English due to low achievement in English language learning. Thus, how to arouse students’ positive learning attitude has been a challenge for teachers. Interactive Response System (IRS) enables students to engage in learning activities making the classroom fully interactive. The study aims to investigate and explore the effects of IRS on vocational high school students’ English learning attitudes and English vocabulary learning achievement. In this study, quasi-experimental method was adopted. Forty students were in the experimental group and another forty students were assigned to the control group. The IRS intervention was introduced in twelve class periods over six weeks. The results were as follows: (1) Students in the experimental group performed significantly better than those in the control group on their delayed English vocabulary test. (2) Students in the experimental group showed significantly more positive English learning attitude than those in the control group. (3) Students in the experimental group had positive opinions toward the implementation of IRS, and they considered IRS to be more helpful than worksheets.