臺灣博碩士論文加值系統

本研究主旨在探討英語微電影教學對於國中英語低成就學生英語口語表達及態度之效益。首先，筆者比較學生在微電影課程前後的英語口語表達能力。再者，筆者檢視學生在接受微電影課程後對英語口說及學習態度的看法。最後，本研究探討學生在微電影課程中的收穫、所遭遇的困難以及建議。
本研究以高雄市瑞豐國中兩班共五十一名八年級學生為實驗對象，進行為期十二週的微電影課程。在資料分析方面，本研究採用成對樣本t考驗與描述性統計比較前測、後測以及問卷，分析學生的英語口說能力是否有進步，對英語口說及英語學習的看法是否改變。此外，學生對於後測問卷中的開放式問題，則以質化方式加以討論。
本研究主要發現摘要如下：
一、在微電影課程實施之後，學生的前後測英語口說正確性有顯著的差異。由後測的平均數高於前測分數可知，微電影課程能有
效地提升學生的英語口說正確性表現。
二、在微電影課程實施之後，學生的前後測英語口說流暢度有顯著的差異。由後測的平均分數高於前測分數可知，微電影課程對
於提升學生英語口說流暢度有助益。
三、在微電影課程實施之後，學生對於英語口說看法的前後測雖然沒有顯
著差異，但是由後測的平均分數高於前測分數可知，微電影課程在學生對於英語口說看法有正面的影響。
四、大部分學生在微電影課程實施之後，對於英語學習有正面的回應。學生表示他們對於英語學習的興趣提升了；英語發音以及
學業成績在微電影課程後也有進步了。
五、大部分學生對於合作學習有正面的回應。學生表示在合作學習中，他們學會幫助同學，並且在其中學得更多。從情意層面來
看，英語低成就學生發現在合作學習的支持下，學習英語變得容易且有趣。從語言的角度來看，學生在同儕的幫助之下改進
了英語發音，並增進彼此的英語溝同能力。
六、對於學生在微電影課程中的收穫，學生表示此課程改善他們的英語溝通能力，以及對英語句子結構的了解。對於在課程中所
遇到的困難，學生表示他們對於攝影感到緊張，還有對於記誦劇本感到困難。至於對此課程的建議，學生們期許能有更長的
時間準備拍攝，也希望能有更多有趣的微電影拍攝主題可以選擇。

根據本研究結果，國中英語老師可將微電影課程融入教學，以提升學生英
語口說的正確性與流暢度；也建議將合作學習融入日常英語課堂中，可幫助學生的學習態度以及口語表現；建議教科書編輯能將口說練習及微電影課程納入國中教材中，使學生能在課堂上做有效的口說練習。

This study aimed to investigate the effect of the English Micro-movie Program (EMMP) on speaking performance for potential English achievers (PEA) in junior high school. To begin with, the PEA’s English speaking performance before and after the EMMP were compared. In addition, the PEA’s responses to English speaking performance, and English learning were explored. Finally, the PEA’s difficulties, and suggestions for the EMMP were investigated.
In this study, 51 eighth-graders in Rei-Fung Junior High School in Kaohsiung were recruited. In a English classes. After data collection, the English speaking performance tests and questionnaires between the pre-study and post-study were compared by a paired-sample t-test and descriptive statistics quantitatively. Additionally, some student responses to the open-ended questions on the post-test questionnaire were analyzed qualitatively. Based on the data analysis, the findings of the study are summarized as follows:
1. There is a significant difference in the PEA’s English speaking accuracy before and
after the EMMP. In addition, the mean score of the post-test is higher than that of
the pretest. Therefore, the EMMP facilitated the PEA’s English speaking accuracy.
2. There is a significant difference in the PEA’s English speaking fluency before and
after the EMMP. In addition, the mean score of the post-test is higher than that of
the pretest. Therefore, the EMMP is beneficial to the PEA’s English speaking fluency.
3. There is no significant difference in the PEA’s responses to English speaking.
However, the mean scores of the post-study were higher than that of the pre-study,
which indicated that the EMMP had a positive influence on the PEA’s responses to
English speaking.
4. There are three significant differences in the PEA’s responses to English learning.
Specifically, their interests in learning English were enhanced, therefore the EMMP
was a favorable learning program for them. They expressed that their pronunciation as
well as academic studies were improved after the EMMP.
5. Most students presented positive responses to cooperative learning in the EMMP.
Specifically, they learned to help one another, and they acquired a lot when
cooperating with peers. In terms of the affective part, the PEA found that English
learning became easy and interesting when a cooperative and supportive environment
was constructed in the EMMP. In terms of the linguistic part, the PEA could always
get help from their classmates to improve their English pronunciation and to develop
one another’s English communicative competence.
6. Among the students’ gains from the EMMP, they benefited mostly in improving their
English communicative competence and the understanding of English sentence
structures. As for the difficulties in the EMMP, most of the students indicated that
they had difficulties in overcoming stage fright and feeling unable to memorize the
scripts. As for the suggestions for the EMMP, the students anticipated more time for
preparation and more interesting topics for them to choose from in the future.
According to the study findings, EFL teachers can adopt micro-movie program in the English instruction for students to better English speaking accuracy and fluency. Teachers are also recommended to incorporate cooperative learning into their regular English lessons to improve their students’ learning attitudes and speaking performance. In addition, textbook compliers may incorporate English speaking activities and sample micro-movies into the English textbook for junior high school students to practice their English speaking in class.

CHAPTER ONE INTRODUCTION 1
Background and Motivation 1
Purpose of the Study 6
Research Questions 7
Significances of the Study 8
Limitations of the Study 8
Definition of Terms 9
CHAPTER TWO LITERATURE REVIEW 11
EFL Learners’ Learning Attitudes 11
Importance of Language Learning for EFL Learners 11
EFL Learners’ Language Learning Attitudes 14
Cooperative Learning for EFL Learners 16
Speaking Performance for EFL Learners 19
Importance of English Speaking for EFL Learners 19
Problems of English Speaking Instruction 22
Alternative English Speaking Instructions for EFL Learners 24
Teaching English with Movies 27
Development of Multimedia in English Teaching 27
Teaching English with Movies 30
Insight into Micro-movies 34
CHAPTER THREE METHODOLOGY 37
Subjects 37
Instruments 38
An English Micro-movie Program 38
Teaching Materials 39
A Sample Lesson Plan 41
A Pretest and A Post-test of English Speaking Accuracy and 43
Fluency
A Questionnaire on the PEA’s Responses to English Speaking 46
and Learning
A Quesrionnaire on the PEA’s Responses to the English 47
Micro-movie Program
Study Procedures 48
Data Analysis 50
Quantitative Analysis 50
Qualitative Analysis 50
CHAPTER FOUR RESULTS AND DISCUSSIONS 52
PEA’s Speaking Performance 52
The PEA’s English Speaking Accuracy 53
The PEA’s English Speaking Fluency 54
The PEA’s Perceptions of English Speaking performance 56
The PEA’s Responses to English Learning 58
The PEA’s Responses to Peer Cooperation 60
The PEA’s Responses to the EMMP 64
The PEA’s Gains, Difficulties, and Suggestions for the EMMP 67
The PEA’s Gains from the EMMP 67
The PEA’s Learning Difficulties in the EMMP 69
The PEA’s Suggestions for the EMMP 72
CHAPTER FIVE CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS 75

Conclusions 75
Implications 78
Suggestions 79
REFERENCES 81
APPENDIX A: A Pretest of English Speaking performance 99
APPENDIX B: A Post-test of English Speaking performance 101
APPENDIX C: The Questionnaire on the Student Responses to English Speaking and Learning 103
APPENDIX D: The Questionnaire on the Student Responses to the 105
English Micro-Movie Program
APPENDIX E: A Sample Lesson Plan for Implementing the English 108
Micro-Movie Program
APPENDIX F: A Sample Dialogue 110
APPENDIX G: A Worksheet for the Introduction of Micro-Movies and 111
the Sample Micro-movie: Linsanity in Kaohsiung
APPENDIX H: A Worksheet for Composing the Scripts of the Micro- 112
movie
APPENDIX I: Reliability of the Questionnaire on the Student 114
Responses to English Speaking and Learning
APPENDIX J: Validity of the Questionnaire on the Student Responses 115
to English Speaking and Learning
APPENDIX K: Reliability of the Questionnaire on the Student 116
Responses to the English Micro-Movie Program
APPENDIX L: Validity of the Questionnaire on the Student Responses 118
to the English Micro-Movie Program


LIST OF TABLES AND FIGURES

Table page
1.Criteria for English Speaking Accuracy 44
2.Criteria for English Speaking Fluency 44
3.A Comparison of the English Speaking Accuracy for the PEA Between the English Speaking Pretest and Post-test 53
4.A Comparison of the English Speaking Fluency for the PEA Between the
English Speaking Pretest and Post-test 55
5.A Comparison of the Perceptions of English Speaking Performance for the PEA before and after the EMMP 57
6.A Comparison of the Perceptions of English Learning for the PEA before and after the EMMP 58
7.The PEA’s Responses to Cooperative Learning after the EMMP 61
8.The PEA’s Responses to the EMMP 64
9.The PEA’s Gains from the EMMP 67
10.The PEA’s Learning Difficulties in the EMMP 69
11.The PEA’s Suggestions for the EMMP 71

Figure
1.A Flow Chart of the Study Procedure 49

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