proposal defense
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Effects of Readers’ Theatre on College Students’ Reading Fluency
and Learning Motivation
Presenter: Heng Mindy JenAdviser: Dr. Pi-Ying Teresa HsuDate: June 1st , 2011
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Content
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Introduction
Literature Review
Methodology
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Introduction
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Background
Purpose of the study
Research Questions
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Introduction
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Reader’s theatre (RT) is a form of a group storytelling in which performers read aloud a story using script.
(Patrick, 2008)
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IntroductionMotivation can help students learn foreign language.
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(Liuoliene & Metiuniene, 2006)
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Introduction
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Reading fluency includes reading accuracy, reading rate and reading prosody.
(Hudson, Mercer, & Lane, 2000)
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Introduction
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Reading motivation and how reading motivation is influenced by different classroom contexts and programs.
(Wigfield, 1997)
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Purpose of the Study
To examine the effects of reader theatre on reading fluency and learning motivation
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Research Questions
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1. Will students’ reading fluency be improved after reader’s theatre learning?
2. Will students’ learning motivation be enhanced after readers’ theatre
learning?3. Is there any relationship between reading fluency and learning motivation?
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Literature Review
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Language structure (vocabulary, syntax and meaning)Language use (forms and functions of language use) The metalinguistic awareness (the ability to talk about language)
In creating RT scripts, students increase their knowledge of
(Hill, 1990)
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Literature ReviewMotivation in learning language is the main factor that influences language learning performance.
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(Brown, 1941)
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Literature Review
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In the field of second language acquisition, motivation is the particular character to be studied and examined.
(Brown, 1941)
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Literature ReviewReading fluency can help learners improve the reading problems, such as misunderstanding or struggle in reading.
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(Hudson , Lane, & Pullen, 2005)
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Literature ReviewReading fluency is the most important bridge to connect words recognition, decoding and comprehension.
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(Hudson, Mercer, & Lane, 2000)
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Study Procedure
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Drama Scripts
Reading Practice
Reading Test
Questionnaire(MSLQ)
Pintrich, R. R., & DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance, Journal of Educational Psychology, 82, 33-40
Drama Scripts Reading Practice
Reading Test
Questionnaire(MSLQ)
Pre-Test
Post- Test
DataCollection
Data Analysis
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MethodologyParticipants Approximately 50 third-year
English major college students
Gender 25 25
Instruments Reading Test
Questionnaire (MSLQ)Time 18 weeks
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Questionnaire
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Motivated Strategies for Learning Questionnaire ID#_________ Gender: F □ M □Please rate the following items based on your behavior in this class. Your rating should be on a 7-point scale where 1= not at all true of me to 7=very true of me.A. Value Section1. I prefer class work that is challenging so I can learn new things.2. Compared with other students in this class I expect to do well3. I am so nervous during a test that I cannot remember facts I have learned
B. Expectancy Section1. When I take a test I think about how poorly I am doing.2. When I do homework, I try to remember what the teacher said in class so I can answer the questions correctly.
C. Affective Section 1. I often find that I have been reading for class but don’t know what it is all about.2. I work hard to get a good grade even when I don’t like a class.
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Reading Test Jason and Max picked next Friday to carry out their
special mission. Friday was a week away. They had so many things to accomplish. In order to reach their final goal, the boys made a plan for each day of the week. They had to work hard every day to finish each task. Could they do it all?
On Monday, they agreed to meet and put plan A into action. Plan A was to gather as many fallen branches as they could carry. They……..
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(Total 303 words, 3 rd grade reading)
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Reading Test
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Read each word of the context correctly
For example
Self-correction within 3 seconds
There was a 〝 live 〞 audience during the show.
long- i sound.
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Reading Test
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Omissions: words that are skipped or not read
Words that students struggle to read for 3 or more seconds
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Reading Test
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Jason and Max picked next Friday to carry out their special mission. Friday was a week away. They had so many things to accomplish. In order to reach their final goal, the boys made a plan for each day of the week. They had to work hard every day to finish each task. Could they do it all?On Monday, they agreed to meet and put plan A into action. Plan A was to gather as many fallen branches as they could carry. They……..
accomplish
Ameetcarry
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Questionnaire
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Motivated Strategies for Learning Questionnaire ID#_________ Gender: F □ M □Please rate the following items based on your behavior in this class. Your rating should be on a 7-point scale where 1= not at all true of me to 7=very true of me.A. Value Section1. I prefer class work that is challenging so I can learn new things.2. Compared with other students in this class I expect to do well3. I am so nervous during a test that I cannot remember facts I have learned
B. Expectancy Section1. When I take a test I think about how poorly I am doing.2. When I do homework, I try to remember what the teacher said in class so I can answer the questions correctly.
C. Affective Section 1. I often find that I have been reading for class but don’t know what it is all about.2. I work hard to get a good grade even when I don’t like a class.
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Statistical Analysis
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t- test
1. Will students’ reading fluency be improved after reader’s theatre learning?
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Statistical Analysis
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2. Will students’ learning motivation be enhanced after readers’ theatre learning?
t- test
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Statistical Analysis
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3. Is there any relationship between reading fluency and learning motivation?
Pearson Correlation
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Higher Performance
Interview
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3-5 students
Time
Open End Questions
Lower Performance
Interview
3-5 students
10-20 mins
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Thanks for your listening!
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