Title page for etd-0523117-003440


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URN etd-0523117-003440
Author Yu-lin Wang
Author's Email Address No Public.
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Department Education
Year 2016
Semester 2
Degree Master
Type of Document
Language zh-TW.Big5 Chinese
Title The Effects of Writing Teaching Integrated with The Movie Elements on Elementary High-grade Students’ Writing Motivation and Writing Performance
Date of Defense 2017-06-01
Page Count 244
Keyword
  • elementary high-grade students
  • writing performance
  • movie elements
  • writing teaching
  • writing motivation
  • Abstract The purpose of this research is to examine the effectiveness of integrating writing instruction with the movie elements on sixth graders’ writing motivation and writing performance, using a quasi-experimental design. Two sixth-grade classes of a primary school in Kaohsiung City were randomly assigned to the experimental group and the control group. Integrating writing instruction with the movie elements was implemented in the experimental group, while the control group was taught in the traditional way. The whole experiment lasted for 12 weeks, 26 classes in total. Before and after the experiment, the two groups were asked to fill out a scale of writing motivation, write two stories, and fill out a course feedback questionnaire. In addition, both quantitative and qualitative analyses were used to inspect the teaching effect. The major findings of the study were as follows:
    1. There are significant effects on the overall writing motivation and the subscale of the importance and effectiveness, expectations and interests of writing under writing motivation after the experiment—experimental group is higher than control group. However, there is no significant influence of affections of students’ writing. In addition, there are significant effects on the overall and each subscale motives of students’ writing except for affections after the experiment.
    2. There are apparent effects of integrating writing instruction with the movie elements on the overall writing performance and the subscale of the contents, organization and structure under the writing performance—experimental group is higher than control group. However, there is no significant influence of general specifications of students’ writing. In addition, there are significant effects on the overall and each subscale writing performance of students’ writing after the experiment.
    3. Integrating writing instruction with the movie elements could stimulate students’ emotions and imagination ability.
      Based on the findings of this research, the suggestions for teachers and research related to this topic in the future were discussed.
    Advisory Committee
  • Ming-Chang Jheng - chair
  • Wen Cheng - co-chair
  • Shu-Ching Yang - advisor
  • Files
  • etd-0523117-003440.pdf
  • Indicate in-campus at 5 year and off-campus access at 5 year.
    Date of Submission 2017-06-23

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