英语论文网

real life,whichcan arouse students’interest and marked the start of the technological age using visual ways.Nevertheless,this method relied less on direct communication and neglected the function oflearners’mother tongue.

Chapter Three Research Methodology............................24

3.1 Research Questions.................................24

3.2 Research Participants................................25

3.3 Research Instruments..............................25

Chapter Four Results and Discussion...............................40

4.1 Research Results..............................40

4.1.1 Results of the Questionnaires.........................40

4.1.2 Results of the Interview......................47

Chapter Five Conclusion.......................................54

5.1 Major Findings.............................54

5.2 Pedagogical Implications...............................56

Chapter Four Results and Discussion

4.1 Research Results

4.1.1 Results of the Questionnaires

Before the experiment,the participants were asked to fill out a questionnaire.A total of 85questionnaires were delivered to the experimental and control groups,with 82 effectivequestionnaires recovered at a 96.5%recovery rate.This survey focused on interest,motivation,participation and other factors of students when it came to listening and speaking.As was shownin chapter 3.3.1,the Cronbach’s alpha of three dimensions and the whole test in thequestionnaire was greater than 0.7 as a result of this.The questionnaire was trustworthy.Thequestionnaire’s validity was tested on 82 persons,with the findings entered into the SPSSsoftware.The results showed that the questionnaire is valid because the value of Kaiser-Meyer-Olkin measure of sampling sufficiency 0.816 and the Sig.of Bartlett’s sphericity test is.000.Theusage of the questionnaire was permitted.The results are shown as below:

As is indicated in the Table 4.1,of all the 82 students involved,only 21 students likedlistening to English very much and 24 of them liked speaking English.Half of the students prettyliked listening to English and 33students liked speaking English.20 students showed littleinterest in listening and 25 of them didn’t like speaking English so much.That is to say,almostone third of the students lacked interest in listening-speaking classes because of the dull teachingmethods and procedures.

Chapter Five Conclusion

5.1 Major Findings

This study investigated how to improve English listening-speaking teaching mode based onEnglish Learning Activity Concept proposed by English Curriculum Standards for Senior HighSchool(2017)as well as the effects of three levels of activities for students’interest,participation and listening-speaking academic performance in English listening-speaking classes.Then,three research questions are presented in this study,which must be answered during theimplementation of English integrated listening-speaking classes.To acquire a basic sense ofstudents’problems in listening and speaking to induce the problems of listening-speakingteaching,a questionnaire was conduc本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。