Effects of Digital Storytelling on the Fifth Graders’ English Learning Motivation and Achievement by Different Genders and Levels of Proficiency

• Main Authors: Ray-Chin Huang, 黃瑞晴
• Other Authors: Yuan Yuan
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/73pzah

碩士 === 中原大學 === 教育研究所 === 107 === Abstract This study aimed to probe the effects of Digital Storytelling(DST) on the fifth graders’ English learning motivation and achievement by different genders and levels of proficiency. There were 41(20 boys, 21 girls) paticipants of grade five from the public elementary school in Dayuan district ,Taoyuan city .The design of this study was one group pre- and post- tests multi factorial experiment. The two approaches were further examined by different genders and English proficiency. The MANOVA test showed that DST had significant effect on learning motivation and achievement between different gender groups and groups of different levels of English proficiency. While further examing, the results found that the low level proficiency female students performed significantly greater progress on English learning motivation and achievement than that of high level proficiency female students . Further, high level proficiency male students revealed significantly higher learning motivation than that of high level proficiency female students. However, there was no difference of learning motivation found between high and low level proficiency male students. In addition, low level proficiency female students had shown more progress on English learning achievement of low level knowledge than that of high level proficiency female students and that of low level proficiency male students. Based on the above findings, this study presents suggestions to educators and researchers as a potential reference for further investigation. Keyword : digital storytelling, English learning motivation, English learning achievement, gender difference