A Study on the Use of Fairy Tales as College Learners’ Motivation for English Writing
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The purpose of this study is to investigate how fairy tales influence learners for English writing participation and performance on course work and test. Two groups of the different English level of 21 and 24 college students respectively attending their elective which is called business English were selected for the study. The pre-test was followed by the second week of the fall semester, 2010 and the post-test was administered to examine their progress upon completion of 45 hours of the course work that included lectures on how to perform fairy tales in class. The questionnaire was also conducted to learn the students’ opinion on their performance during the lesson. The results of the study show that the group who was provided with fairy tales performed better on the pre-test, and a lot closer rapport between the teacher and the learners was established from the beginning of the semester. Fairly numerous students also did their homework more enthusiastically than the group taught without fairy tales during the course. It can be concluded that fairy tales increase learners’ motivation, making them engage in hands-on English writing process. It is essential for a teacher to create a positive motivation-inducing atmosphere so that the college English learners participate aggressively and do their coursework effectively for better English writing.
Abstract
The purpose of this study is to investigate how fairy tales influence learners for English writing participation and performance on course work and test. Two groups of the different English level of 21 and 24 college students respectively attending their elective which is called business English were selected for the study. The pre-test was followed by the second week of the fall semester, 2010 and the post-test was administered to examine their progress upon completion of 45 hours of the course work that included lectures on how to perform fairy tales in class. The questionnaire was also conducted to learn the students’ opinion on their performance during the lesson. The results of the study show that the group who was provided with fairy tales performed better on the pre-test, and a lot closer rapport between the teacher and the learners was established from the beginning of the semester. Fairly numerous students also did their homework more enthusiastically than the group taught without fairy tales during the course. It can be concluded that fairy tales increase learners’ motivation, making them engage in hands-on English writing process. It is essential for a teacher to create a positive motivation-inducing atmosphere so that the college English learners participate aggressively and do their coursework effectively for better English writing.
참고문헌 (10)
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