A Study on Effectiveness of Affective Education in Vocational Colleges English Teaching
Next, so as to improve the dependability of the survey ,when it is at the beginning and the end of one semester, there are 4 students opted from experimental class and control class , Student A to Student D is experimental class and Student E to Student H is control class. All they will be interviewed according to the questions connected with their affective factors. by the face-to-face interview, the author gains the results as following:
Student A: I really have no any interest on studying English. However, I love to watch
English movies and listening English songs.
Student B: I am very worried about that the scores of failing in English exams. Because I have
a bad and low level English foundation and if I have the make-up examination, which will be hard for me.
Student C: when I learn English, I feel no confidence. Since English is so hard to study
well ,it takes me much of time to study it but I rarely have favorable scores.
Student D: Teacher just explains and talks herself in the whole class.
Student E: I really have no interest on it. I don?t like have English class because I think it is so
dull. The reasons that I learn English because of passing English exams.
Student F: Of course, to be tested will bring some nervousness. And I am afraid that I
couldn?t speak English easily when we are on class.
Student G: I am absent confidence to reply a lot of English questions which I couldn?t know
while my teacher asked me for the answer.
Student H: I think English class is very bored. We only own so few opportunity to speak English.
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辽宁师范大学硕士学位论文
According to the above the questionnaire and interviews, we could see that 3 main factors influencing art learners, they respectively are interest, motivation and anxiety. Hence the answers from above furtherly indicate the quantitative outcomes of the experimental class and the control class that the students in Art school have forceful anxiety for different cause, text anxiety acts an vital role. They are absent faith about themselves and their English grade. Art students? foreign language studying motivations are various and highly stable, which are mostly instrumental motivation and short-time goals. They hope that their English teacher can create a lively and friendly classroom climate, they will participate in it and their interest will be cultivated.
4.1.2 The Comparison of Affect between Experimental Class and Control Class After the Experiment
The following table presents the research about the contrast of affect in the experimental and control classes after the research. The author makes use of the equal questionnaire as that made use of before the research. The results are as follows:
Table 4.2 The comparison on the result of affect between experimental class and control class
after the experiment Class N Mean Std. D df T Sig.(2-tailed) 1 40 2.1650 .25287 78 -4.350 .000 anxiety 2 40 3.3250 .25287 76.850 -4.350 .000 1 40 3.6500 .25770 78 4.268 .000 motivation 2 40 2.45200 .25770 77.034 4.268 .000 1 40 3.2750 .24492 78 4.389 .000 Interest 2 40 2.5650 .24492 77.640 4.389 .000 Table 4.2 shows the marks of the two questionnaires about students? emotion state in two
classes after the research. We could find out that the average marks of anxiety in experimental class is 2.1650.The average score of anxiety in control class is 3.3250. The anxiety in the experimental class is not higher than the standard of anxiety in the control class. The average score of motivation in experimental class is 3.6500, the average score of motivation in control class is 2.4520. It reflects the learners in the experimental class own more forceful motivation than those in the control class. The average score of interest in experimental class is 3.2750.The average score of interest in control class is 2.5650. The learners in the experimental class have much more interest in English than those in the control class. As presented in table, the sig.(2-tailed) of anxiety is 0.000＜0.05, the sig.(2-tailed) of motivation is 0.00＜0.05, the sig.(2-tailed) of interest is 0.00＜0.05.Obvious differences are subsistent between experimental class and control class in anxiety, motivation and interest after the
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A Study on Effectiveness of Affective Education in Vocational Colleges English Teaching
experiment, which states that the affective teaching means is more effective in improving students’ active affect than the traditional way.
Next, the particular message is also presented in the interview.
Student A: A little likes English, because I care much about the societies and cultures of music
in English-speaking countries.
Student B: I have been aware of the importance and use of English for me and I try some
interesting studying ways to reinforce my English.
Student C: I can speak English loudly and not considering having mistakes when I’m in
front of class because my English teacher will offer us more time to draw up or talk about and the teacher is friendly to me.
Student D: I like group discussion, because it makes us feel very easy. The teacher makes a
real environment for us to practice in English, we learn happily and positively.
Student E: I don?t like any types of English examinations. I consider that the aim of my English studying is to pass examination and I have less time to do what I like.
Student F: when it is in exams, I often realize too uneasy to call back the education that I have
studied in class, because I?m afraid that I can?t pass it.
Student G: I think it?s not normal to speak in English, my English is bad and I don?t want to
answer the questions or the teacher lets me to answer it.
Student H: We just sit down and listen. My teacher only loves the good and smart students,
the teacher rarely asks me to answer the question because my course scores are very low.
We can divide above students into 2 sides, one is Student A to Student D, another is
Student E to Student H. The first group from student A to D, we can see that the learners? emotional attitude in experimental class has a bigger transform. The majority of art students is aware of the classroom aura is easeful and cosy and they want to take part in class activities. while in control class, from many learners from the control class which has fewer change than in experimental class. The most of people do not want to take part in an English class and they spend little time on English studying. Many students who are lack confidence in themselves usually opt to prevent or each abandon the chance to study English in classroom.
4.1.3 The Comparison of Affect between Experimental Class Before and After the Experiment
So as to distinguish the effect of both affective teaching way and traditional teaching
way on students’ English studying, Matched sample test is showed in table ( Anxiety1, motivation 1and interest1 are the affective investigation before the experiment and Anxiety2, motivation 2and interest2 are the affective investigation after the experiment.)
Table 4.3
N Mean Std. D 18
df T Sig.(2-tailed) 辽宁师范大学硕士学位论文
Pair1 Pair2 Pair3 Anxiety1 Anxiety2 Motivation1 Motivation2 Interest1 Interest2 40 40 40 40 40 40 3.1500 2.1500 2.6250 3.6000 2.5750 3.4750 5.823 -5.619 -5.383 39 39 39 5.823 -5.619 -5.383 .000 .000 .000 We can see from the above table 4.3, the mean score of anxiery1 is 3.1500 and anxiety2 is 2.1500. The mean score of motivation1 is 2.6250 and the mean score of motivation2 is 3.6000. The mean score of interest1 is 2.5750 and that of interest2 is 3.475. Compared with the mean scores of affect before the experiment, the scores of motivation and interest improved in the experimental class, and the average score of anxiety reduced after the experiment.
The matched sample t-test presents that there is big and great gap in students’ affective station from the pre-test to post-test in experimental class. We could find out that the Sig. (2-tailed) of value of motivation, anxiety and interest are all 0.00(0.000＜0.05). The outcomes indicate that the use of affective teaching way has big and obvious effect on their affective station in English studying after a term. It could improve the students? motivation, stimulate their interest and reduce their anxiety.
4.2 Achievement changes
4.2.1 The Comparison of Achievement between Experimental Class and Control Class Before the Experiment
So as to obtain a legible sense of the difference about students? outcomes between the
experimental class and control class after the experiment, the author gathered the students? course scores at the end of Semester 1 by the examination of Grade One. They are part of the many major and shared the same test paper.
Table 4.4 The Scores of Academic Achievement in Experimental Class and Control Class
Before the Experiment achievement Class 1 2 N 40 40 Mean 69.0750 70.0500 Std. D 1.94876 1.94876 df 78 76.843 T -1.039 -1.039 Sig.(2-tailed) .302 .302 As table 4.2 presents, the average score of experimental class is 69.0750 and the average score of control class is 70.0500. The experimental class?s normal bias of is 1.9486，which is the same as that of control class . The outcomes present that there is no any vital statistical value and it signifies there is a little contrast in the course scores between experimental class and control class. We could find out Sig. (2-tailed) of course scores is .302>0.05, so it shows that the gap is not big and obvious in the course scores between experimental class and control class before the research.
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A Study on Effectiveness of Affective Education in Vocational Colleges English Teaching
4.2.2 The Comparision of Academic Achievement in Experimental Class Before and After the Experiment
So as to find out if there is some contrast in the scores in Control Class before and after
the experiment, the control class did the pre-test and post-test from September, 2013 to January, 2014. Students? course scores will be shown in this part before and after the experiment.
Table 4.5 The Scores of Academic Achievement in Experimental Class
Before and After the Experiment
Achievement Achievement **p ﹤0.01
Class 1 N 40 40 Mean 69.0750 84.8000 Std. D 8.16304 3.58916 df 39 T -11.984 Sig.(2-tailed) **.000 Table 4.5 presents the test outcomes of scores in Experimental Class Before and After the Experiment. The average scores of Academic Achievement are mainly from 69.0750 to 84.8000. Also we can see the Sig. (2-tailed) of academic achievement is .000, which is lower than 0.01, so the difference is meaningful. It states that the marks of students? Academic Achievement in experimental class have been greatly improved after the experiment. 4.2.3 The Comparision of Academic Achievement in Control Class Before and After the Experiment
So as to find out if there is some contrast in the scores in Control Class before and after the experiment, the control class did the pre-test and post-test from September, 2013 to January, 2014. Students? course scores will be shown in this part before and after the experiment.
Table 4.6 The Scores of Academic Achievement in Control Class Before and After the Experiment Class N Mean Std. D df T Sig.(2-tailed) Achievement 72.1000 9.23427 40 2 39 .190 .830 40 Achievement 71.7625 7.03649 In table 4.6, we can know that the number 40 shows the amount of students from control class. The average value of course scores is from 72.1000 to 71.7625. We also could find the Sig. (2-tailed) of course scores is .80 that is higher than 0.05 and its meaning shows there is no any vital difference in the scores of academic achievement between the 2 classes before and after the research.
4.2.4 The Comparision of Achievement between Experimental Class and Control Class After the Experiment
So as to obtain a legible sense of the difference about students? outcomes between the
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