Title page for etd-0913112-093750


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URN etd-0913112-093750
Author Chia-chein Chiang
Author's Email Address No Public.
Statistics This thesis had been viewed 5361 times. Download 885 times.
Department Education
Year 2011
Semester 2
Degree Master
Type of Document
Language zh-TW.Big5 Chinese
Title Effects of Native and Non-native Speaker Co-teaching on Elementary School Students' English Learning Attitude and Motivation
Date of Defense 2012-07-31
Page Count 142
Keyword
  • English learning motivation
  • English learning attitude
  • English teaching assistant
  • co-teaching
  • Abstract In 2008, Kaohsiung City launched an English co-teaching program, which annually recruits 12 young American college graduates to promote English language instruction and cultural exchange. These young Americans serve as English teaching assistants (ETAs), whose main duty is to co-teach with local English teachers (LETs). This study aims to understand the students’ learning English attitude and motivation in elementary schools participating in the LET and ETA co-teaching program, investigate the interaction effects of grade, cram school experience and LET and ETA co-teaching on students’ English learning attitude and motivation and to offer a few concrete suggestions for the improvement of co-teaching program in public elementary schools based upon the results.
    The research adopted questionnaire survey method. The questionnaire was designed and distributed to 811 English teachers from 12 elementary schools in Kaohsiung City as the subjects. As a result, 618 were valid responded corresponding with a 76% of return rate. Descriptive statistics, t-test, one-way ANOVA, two-way ANOVA and Scheffe method were conducted for data analysis and finally come to the following results:
    1. The interaction effects of co-teaching and grade on elementary school students’ attitude toward LET teaching, self-English learning and overall English learning attitude are significant.
    2. The interaction effects of co-teaching and cram school experience on elementary school students’ self-evaluation of learning outcomes and overall English learning attitude are significant.
    3. The interaction effects of co-teaching and grade on elementary school students’ instrumental motivation, negative motivation and overall English learning motivation are significant.
    4. The interaction effects of co-teaching and cram school experience on elementary school students’ instrumental motivation are significant.
    Based on the results of the study, some suggestions are proposed to the educational authorities, schools, as well as future studies.
    Advisory Committee
  • Spring Lin - chair
  • Hsueh-Hua Chuang - co-chair
  • Ching-Hwa Tsai - advisor
  • Files
  • etd-0913112-093750.pdf
  • Indicate in-campus at 0 year and off-campus access at 3 year.
    Date of Submission 2012-09-13

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