The Effects of Phonics Instruction with Interactive Response System on English Vocabulary Learning for Junior High School Students with Learning Disabilities

• Main Authors: Yun-Ching Hsieh, 謝云靚
• Other Authors: Hsiu-Ling Chen
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/re45de

碩士 === 國立臺灣科技大學 === 數位學習與教育研究所 === 107 === The limitations of students with learning disabilities are constrained by their own obstacles, resulting in a significant gap between abilities and performances. Learning is not an easy thing for these kind of students. Therefore, students with learning disabilities may be encountered great difficulties and frustrations in learning English. In order to achieve productive learning, in addition to using appropriate teaching methods and providing effective learning strategies, stimulating the motivation and interests of learners is also a critical issue to be concerned. Phonics instruction has been proven as an effective English vocabulary learning method. Using interactive response system within classroom has also been proven to enhance students' motivation and interest effectively in learning. The purpose of this study was to investigate the integration of phonics instruction and interactive response system into English vocabulary learning for the junior high school students with learning disabilities, and explore the effects of this integration on learning achievements, attitude and motivation. In this study, the multiple-probe design across subjects of single-subject experimental design was adopted. The participants were three junior high school students with learning disabilitie and proceed four weeks of experimental teaching.The experiment was divided into three phases, the first stage was the baseline period, during the experimental teaching was the treatment period, and the mantenance period. The whole experimental data were analyzed and interpreted with visual analysis and C statistics.After the experimental teaching was completed, using the feedback questionnaire and interviewing the particiants as the qualitative data to assess their learning attitude and motivation. According to the analysis of the results, the study revealed: 1.Phonics instruction with interactive response system has immediate and maintaining effects on English vocabulary spelling for the students with learning disabilities. 2.Phonics instruction with interactive response system has immediate and maintaining effects on English vocabulary listening comprehension for the students with learning disabilities. 3.Phonics instruction with interactive response system has immediate and maintaining effects on English vocabulary learning for the students with learning disabilities. 4.Phonics instruction with interactive response system enhances the participants' attitude and motivation for English vocabulary learning and has positive learning experience. Base on the results of the research, some recommendations were suggested as a reference for the teaching and research for the future studies.