- 期刊
- OpenAccess
跨齡同儕教導對國小學童英語學習表現與學習態度之影響
The Effects of Cross-age Peer Tutoring Program on English Learning Performance and Learning Attitude of Elementary School Students
摘要
本研究皆在探討跨齡同儕教導對於國小學童英語學習表現、英語學習態度的影響與其對於跨齡同儕教導的反應。本研究採用前後測設計的準實驗研究，研究對象為台北市北區某公立國小的十位三年級學生與十位高年級學生。前者的英文學習表現皆為班上的後十名，需要接受補救教學；而後者的英文學習表現則皆為班上的前十名，且自願對學弟妹提供輔導教學。本研究活動為期十二週，每週三次，每次四十分鐘的跨齡教導。資料透過英語學習表現試卷、英語學習態度量表的前後測，以及個別訪談蒐集所需之資料。研究結果發現，跨齡同儕教導能有效地提升被輔導者的英語學習表現，有效地提高被輔導者的英語學習態度，且同時提升輔導者的英語能力與自我成就感。最後根據研究結果提出建議。
並列摘要
Cross-age peer tutoring is not a new notion but has not yet extensively used in English learning. Therefore, this study aims to investigate the impacts of the cross-age peer tutoring program on the EFL English learners' performance and their attitude toward English learning, and further to probe into the feedback from the tutor s and tutee s to the program. This study was a quasi-experimental study, in which participants were ten 3rd-grade English low achievers who needed the remedial instruction and ten higher graders who performed well in English learning and volunteered to get engaged in the experiment. During the intervention of the experiment, the ten 3rd-grade tutees received the cross-age peer tutoring program three times per week for twelve weeks, 120 minutes per week. Research data were collected through the pretest and posttest of English learning performance, attitude questionnaires, and individual interviews. Data were analyzed with paired-sample t-test. The study results suggested that cross-age peer tutoring could facilitate tutees' English learning performance significantly and could promote tutees' English learning attitude effectively. Furthermore, cross-age peer tutoring could help the tutors obtain higher English proficiency and enhance their sense of achievement. Finally, based on the findings, some suggestions are also proposed.