1. 網路組和非網路組對「電影評論」及「 倫敦遊覽」二個主題有濃厚興趣，但對「介紹好書」這個主題則採中立態度。原因是因為他們不大喜愛閱讀英文書。此外，兩組對英文閱讀及英文寫作皆無濃厚興趣，而且他們也不太期望老師能提供此類活動。
The purpose of this present study is to investigate the application of three theme-based projects in English teaching. In addition to the student responses to the Theme-based Projects on English Learning (TBPEL), the effects of the TBPEL on the students’ reading proficiency, the students’ perceptions of English reading, English writing, cooperative learning, and CMC learning were examined.
The subjects of this study were 80 ninth-grade students in Kaohsiung Municipal Hsiao-Kang Junior High School. During the ten-week theme-based projects, the subjects were conducted to learn three themes--“Movie Reviews,” “Recommending Good Books,” and “The London Sightseeing Tour.” The 80 subjects were divided into two groups, CMC Group and Non-CMC Group. The 40 subjects in CMC Group were conducted to complete the three theme-based projects with the aid of using CMC. In contrast with the CMC Group, the subjects in the Non-CMC Group were conducted to complete the three theme-based projects without using CMC.
In data collection, the differences in the reading proficiency tests and questionnaires between the pretest and post-test were analyzed and compared quantitatively. Besides, the subjects’ comments and suggestions for this study were translated from Chinese into English and then discussed qualitatively. Based on the data analyses, the findings of the study are summarized as follows:
1.The students in CMC Group and Non-CMC Group were highly interested in the two themes, “Movie Reviews” and “The London Sightseeing Tour.” Yet, they were neutral to the theme, “Recommending Good Books” because they were not fond of reading English books. Moreover, most of them neither had much interest in English reading or English writing nor expected to be provided with this kind of course by their teachers.
2.The study findings reveal that though theme-based projects do have great effects on improving English proficiency, especially in the CMC setting.
3.After the TBPEL, the students had positive attitudes toward English reading and writing.
4.Most of the students in CMC Group and Non-CMC Group showed positive responses to the TBPEL. They expressed that theme-based projects were interesting and would like to further explore the themes.
5.Most of the students showed positive responses to cooperative learning. They enjoyed the interaction and took delight in exchanging opinions through the discussions with their groupmates.
6.Most of the students took a strong interest in CMC learning and approved the effects of CMC learning on English learning.
Based on the study findings, it is suggested that the English teachers in junior high schools utilize theme-based projects to help improve students’ reading proficiency. In addition, English teachers should make use of on-line education for collaborative learning and thus encourage their students to construct knowledge by actively learning.