GUO, YI ZHEN
National Taichung University of Education Graduate School of Digital Content and Technology Student
Email：kittymylove1101@gmail.com
WANG, HSIAO SHEN
National Taichung University of Education Graduate School of Digital Content and Technology Professor
Email：hswang@mail.ntcu.edu.tw
Abstract
This study is aim to focus on bimodal distribution of junior high school students’ English ability, then try to help students learn by integrating information technology and hope to improve this situation. Therefore, the teaching materials are not only based on grammar course to design micro-subject video clips which enable students learn again and again according to their own pace, but also utilizing interactive response system to evaluate and provide instant remedies. This research adopts the quasi-experimental method to two classes with a total of 37 eighth-grader, conducts a 18-period English grammar experimental teaching and collects related quantitative and qualitative data to analyze and examine the eighth grade students’ grammar learning motivation and achievement, as well as the experimental group two’s feeling in this teaching strategy.
On the basis of the data analysis, the study had the following major findings:
1.Applying the teaching method with micro-subject video clips and interactive response system to the higher and lower English achievers has potential benefits in their English grammar learning.
2.Applying the teaching method with micro-subject video clips and interactive response system to the higher and lower English achievers has potential benefits in their English grammar learning motivation.
3.Most experimental group two students had positive attitudes towards integrating micro-subject video clips and interactive response system into English instruction. They also reckon that they can benefit from it and develop their interests in learning English through this teaching method.
Keywords :Micro-Subject Video Clips, Interactive Response System, Learning Effects