Sustainable Development Goals

Abstract/Objectives

The purpose of this study is to explore whether the anchored situational teaching method can improve the effectiveness of English vocabulary learning and attitudes of low-achieving English students in the first grade of middle school. The subjects of this study are five junior high school students with low academic achievement and low motivation in English learning. The research tools will use the standardized assessment tool "English Recognition Test", self-compiled English Recognition Test, Learning Interest and Motivation Scale to understand whether the anchored situational teaching method has a positive effect on English vocabulary learning and learning interest.

Results/Contributions

This study uses the still-image situational teaching material of "anchor-type situational teaching". The exact method is to use the bulletin to make English vocabulary courses similar to animations, and add vocabulary choices according to the situation during the process, inviting students to make appropriate choices according to the situation and at the same time Learn English vocabulary. The researchers will analyze the score results of the base period, intervention period and maintenance period. In this study, the teaching intervention of "anchor situational teaching" did not find significant effects and differences in the English vocabulary learning effect of low-achieving students in English learning. However, a significant difference can be observed in the standardized test of "English Recognition Test" It can be seen that the intervention of "anchor situational teaching" has a significant difference in English pronunciation and understanding of word meaning, but there is no significant difference in "English reading fluency" and "self-made English vocabulary test", but there are still some Although there was no significant difference in the "English Learning Motivation and Interest Scale", it can be seen that the scores of "Positive English Learning Motivation" decreased, "Negative English Learning Attitude" increased, and "English Learning Motivation" increased. Anxiety" scores also increased, but students had positive feedback on "anchor situational teaching". In the qualitative feedback, most students believed that animations and classroom discussions could help them learn English vocabulary.

Keywords

錨式情境教學法英語字彙能力學業低成就學生