Abstract
Much research on TBL has found its positive effects on oral English from different perspectives, whereas limited studies concern what learning strategies they use in TBL and such efforts affect their learning process and outcomes. This study aims to explore the problems students have with their oral English, the learning strategies they use in TBL and the changes in their oral English. The primary data are derived from interviews and participant observation notes. The major findings are summarized as follows:
Firstly, the findings indicate that the students are short in the fluency, accuracy and complexity of their oral English. The major causes to the problems include the big class, motivation and the differences between English and Chinese, among which motivation problem is the most influential one for this group of participants.
-Secondly, the data analysis shows that among the three learning strategies used in TBL activities, social strategy is most frequently used. Affective strategies are also found used frequently, helping students a lot in controlling negative feelings. Metacognitive strategies are not used as much, but they also have some positive influence on students’ oral English development.
-Thirdly, some changes are found in students’ oral English through their use of those learning strategies. Changes are first found in the students’ motivation about oral English. Some students’ motivation has changed from extrinsic into intrinsic, but others’ motivation don’t have obvious changes. The findings also indicate that there are some changes in the speaking performance of students in TBL activities, regarding fluency, accuracy and complexity of their oral English. Among them, fluency improved most obviously, while the change in complexity is not so obvious.
In light of the above findings, the researcher draws some implications that may be helpful for TBL teaching practice and for students’ improvement of oral English in a similar context.
Key words: TBL, oral English, motivation, learning strategies
Contents
Abstract
中文摘要
Chapter One Introduction-6
1.1 Background and the Need of the Study-6
1.2 Purpose of This Study and Research Questions-7
1.3 Layout of the Thesis-7
Chapter Two Literary Review-8
2.1 Definitions of TBL and Tasks-8
2.2 Classifications of Oral EnglishLearning Strategy-9
2.3 Aspects of Oral English Motivation-9
2.4 Aspects of Speaking Performance-10
2.5 Related Studies-10
2.5.1 Oral English Learning Strategies-10
2.5.2 Effects of TBL on Speaking Performance-11
2.6 Conceptual Framework-11
Chapter Three Methodology-13
3.1 The Participants and the Setting-13
3.2 Data Collection-14
3.2.1 Observation Notes-15
3.2.2 The Interview-16
3.3 Data analysis-16
3.3.1 Observation Analysis-16
3.3.2 Interview Analysis-17
Chapter Four Findings and Discussion-18
4.1 The Problems of English Majors’ oral English and the Causes-18
4.2 Learning Strategies Used by English Majors in TBL Activities-20
4.2.1 Social Strategies-20
4.2.2 Affective Strategies-21
4.2.3 Metacognitive Strategies-21
4.3Changes in Speaking Performance-22
4.3.1 Changes in Motivation-22
4.3.2 Changes in Speaking Performance-23
Chapter Five Conclusion-26
5.1 Major Findings-26
5.2 Study Implications-27
5.3 Limitations of the Study and Room for Improvement-27
References-29
Appendix A: Interview Questions-31
Appendix B: Sample of Observation Notes-32
Appendix C: Coding Scheme for Qualitative Data Analysis-33
Appendix D: Sample of Coded Interview Transcripts-34
Appendix E: Sample of Daily Report Summary-35
Appendix F: Sample of Text-based Group Summary-36
Appendix G: Observation Table-37
文献综述报告-38
