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A Preliminary Study on the Effect of Creative English Language Teaching on Learning Anxiety of 2nd Year of Junior High School Students�
The purpose of this five-week quasi-experiment preliminary study was to understand the effect of Creative English Language Teaching on learning anxiety of 2nd year of junior high school students. The participants were 60 2nd year students of a junior high school located in central Taiwan. All participants were divided into two groups: i.e. experimental group（N=30）using Creative English Language Teaching and control group（N=30）using Traditional Teaching. The teacher, textbook, and learning period of these two groups remained the same. The measurement was used in this preliminary study, which included English learning anxiety scale. The pre-post test method was used. The collected data were analyzed by descriptive statistics and ANCOVA.The results of this preliminary study showed that（a）the degree of learning anxiety of 2nd year students differed from these two teaching methods；（b）there was difference in English learning anxiety of the control group in pre-post test. Besides, the mean score of English learning anxiety of the experimental group was significantly lower than the control group；（c）there was a significant difference in English learning anxiety of the experimental group in pre-post test (the aspect of communicative fear)；（d）Creative English Language Teaching can significantly reduce the degree of English learning anxiety and improve the English learning achievement.Finally, the results and the quasi-experiment design of this preliminary study will provide suggestions for English teachers, parents, and related researchers. Also, this study will make them better understand the application and effectiveness of creative English language teaching in junior high schools.
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