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    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/117091


    Title: A Study on the Effectiveness of Applying “Readers’ Theater” as English Remedial Instruction for Underachievers
    應用「讀者劇場」於低成就學生英語補救教學之成效研究
    Authors: 周啟葶
    Chou, Chi-Ting
    Keywords: Readers` Theater;remedial instruction;English teaching
    讀者劇場;補教教學;英語教學
    Date: 2013-09
    Issue Date: 2018-05-08 16:28:50 (UTC+8)
    Abstract: This study investigates the effectiveness of applying Readers` Theater as remedial instruction for underachieving students. The participants of the study are 49 underachieving Freshman English students. The experimental group was taught using Readers` Theater as remedial instruction, and the control group received regular remedial instruction. The purpose of the study is to assess the effectiveness of instructing underachieving English learners using Readers` Theater by measuring changes in their speaking and reading abilities, English learning outcomes, and English learning attitudes. Qualitative data was obtained by administering pre- and post-tests gauging oral reading fluency, English learning achievement, English self-efficacy, English learning anxiety, and English learning motivation as well as collecting interview data to gain a deeper understanding of student reactions to the use of Readers` Theater. The results of the study indicate that the experimental group performed significantly better than their control group counterparts in terms of oral reading fluency, English learning achievement, English self-efficacy and English learning motivation, but did not display significantly lower English learning anxiety. Furthermore, the incorporation of diverse teaching strategies in a comfortable and supportive learning environment facilitated the successful application of Readers` Theater.
    本研究探究應用「讀者劇場」於低成就學生補救教學之成效。研究對象是49位英語低成就大一學生。實驗組接受讀者劇場融入英語補救教學，控制組接受一般英語補救教學。研究目的為瞭解讀者劇場對英語低成就學生在口語閱讀、英語學習成就和英語學習態度的改變情形。量化資料包括口語流暢度評量、英語學習成就、英語自我效能、英語學習焦慮和英語學習動機調查問卷前後測。並且蒐集訪談資料，以更深入了解學生對讀者劇場教學的反應。研究結果顯示，實驗組學生在口語流暢度、英語學習成就、英語自我效能、英語學習動機方面，皆顯著高於控制組學生，但英語學習焦慮並未顯著低於控制組學生。此外，教師以多元的教學策略，以及溫暖、支持性的學習環境可促進讀者劇場實施成效。
    Relation: Taiwan Journal of TESOL, 10(1),77-104
    臺灣英語教學期刊
    Data Type: article
    Appears in Collections:[Taiwan Journal of TESOL THCI] Journal Articles

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