Background：Improving motor skill competency and enhancing health-related physical fitnes are desired learning outcomes for school-aged children.Achieving motor skill competency and a healthy level of physical fitnes ...Background：Improving motor skill competency and enhancing health-related physical fitnes are desired learning outcomes for school-aged children.Achieving motor skill competency and a healthy level of physical fitnes lay a foundation for being a physically active person across a lifetime.The purpose of this study was to investigate relationships between levels of manipulative skill competency and physical fitnes for elementary school boys and girls.Methods：In this study,565 fourth-grade students and their 9 physical education teachers were voluntary participants.The students were assessed in 4 basic specialized manipulative skills and 4 fitnes components during regular physical education lessons.Data were analyzed with descriptive statistics,univariate analyses,and multiple R2 liner regression methods.Results：Boys were more proficien at the manipulative skills than girls,while girls had significan higher percentages for meeting the healthy fitnes zone for the fitnes tests than boys.Four manipulative skills significant y predicted progressive aerobic cardiovascular endurance run（PACER）,push-up,and trunk lifts tests at p〈0.05 level,but not curl-up test for both boys and girls.Boys and girls in the skill-competent group significant y outperformed their counterparts in the skill-incompetent group on PACER,push-up,and trunk lifts tests at p〈0.05 level,with an exception of curl-up test.Conclusion：The more competent in manipulative skills,the higher healthy level in cardiovascular endurance,upper-body muscular strength and endurance,and fl xibility the students demonstrated.Demonstrating manipulative skill competence and maintaining a healthy level of physical fitnes are 2 major desired learning outcomes for elementary school students to be able to achieve.展开更多
This study aims to investigate technology-integrated language learning courses that benefit elementary language learners＇ desire to learn English （motivation） and how they are related to the student＇s performance....This study aims to investigate technology-integrated language learning courses that benefit elementary language learners＇ desire to learn English （motivation） and how they are related to the student＇s performance. Theories guiding this investigation included Dornyei＇s L2 Motivational Self System and Gardner＇s Socio Psychological System to describe language learners＇ desire to learn （motivation）. Thirty-five 3rd grade elementary school students, who are learning English with technology at school, were included in this study. The result indicates that the features of technology students like to use while learning have positive and significant correlation with desire to learn English （motivation）; and their previous technology learning experience and motivation have significant influence on their final grade. This final analysis could provide a guideline for EFL teachers or students who are in teacher training programs to integrate technology into their future courses.展开更多
This study is a comparative research regarding English-only classes by native English speakers at the elementary schools in two countries, Korea and Taiwan. These two countries tried to introduce as well as adapt Engl...This study is a comparative research regarding English-only classes by native English speakers at the elementary schools in two countries, Korea and Taiwan. These two countries tried to introduce as well as adapt English education and policy toward globalization. First of all, the two initiated mandatory elementary English education and then acknowledged the significance of English CLT （Communication Language Teaching）. Thus, curriculum and policy for English education based on globalization oriented to the introduction of English native speakers and English-only classes. Based on these situations, Korea created EPIK （English Program in Korea） and NEST （Native English Speaking Teacher） respectively for inviting English native teachers. In the similar educational conditions, the recognitions of elementary school students of Korea and Taiwan regarding on English-only classes by native English speakers showed the relatively meaningful results. Compared with Taiwan Residents students, first, Korean students have greater ability in understanding of English-only class. Second, Korean students respond that native English speaking teachers＇ class helps them improve English better. Third, Korean students tend to use Korean and English together to improve their understanding. Fourth, Korean students respond English-only class reduces fear about English. Fifth, Korean students experience less difficulties in communicating with native English speaking teachers due to culture differences. Korean elementary students relatively have a higher understanding rate about native English speaking teacher＇s class.展开更多
基金funded by U.S.Department of Education,Carol White Physical Education Program grant(CFDA 84.215F)
文摘Background：Improving motor skill competency and enhancing health-related physical fitnes are desired learning outcomes for school-aged children.Achieving motor skill competency and a healthy level of physical fitnes lay a foundation for being a physically active person across a lifetime.The purpose of this study was to investigate relationships between levels of manipulative skill competency and physical fitnes for elementary school boys and girls.Methods：In this study,565 fourth-grade students and their 9 physical education teachers were voluntary participants.The students were assessed in 4 basic specialized manipulative skills and 4 fitnes components during regular physical education lessons.Data were analyzed with descriptive statistics,univariate analyses,and multiple R2 liner regression methods.Results：Boys were more proficien at the manipulative skills than girls,while girls had significan higher percentages for meeting the healthy fitnes zone for the fitnes tests than boys.Four manipulative skills significant y predicted progressive aerobic cardiovascular endurance run（PACER）,push-up,and trunk lifts tests at p〈0.05 level,but not curl-up test for both boys and girls.Boys and girls in the skill-competent group significant y outperformed their counterparts in the skill-incompetent group on PACER,push-up,and trunk lifts tests at p〈0.05 level,with an exception of curl-up test.Conclusion：The more competent in manipulative skills,the higher healthy level in cardiovascular endurance,upper-body muscular strength and endurance,and fl xibility the students demonstrated.Demonstrating manipulative skill competence and maintaining a healthy level of physical fitnes are 2 major desired learning outcomes for elementary school students to be able to achieve.
文摘This study aims to investigate technology-integrated language learning courses that benefit elementary language learners＇ desire to learn English （motivation） and how they are related to the student＇s performance. Theories guiding this investigation included Dornyei＇s L2 Motivational Self System and Gardner＇s Socio Psychological System to describe language learners＇ desire to learn （motivation）. Thirty-five 3rd grade elementary school students, who are learning English with technology at school, were included in this study. The result indicates that the features of technology students like to use while learning have positive and significant correlation with desire to learn English （motivation）; and their previous technology learning experience and motivation have significant influence on their final grade. This final analysis could provide a guideline for EFL teachers or students who are in teacher training programs to integrate technology into their future courses.
文摘This study is a comparative research regarding English-only classes by native English speakers at the elementary schools in two countries, Korea and Taiwan. These two countries tried to introduce as well as adapt English education and policy toward globalization. First of all, the two initiated mandatory elementary English education and then acknowledged the significance of English CLT （Communication Language Teaching）. Thus, curriculum and policy for English education based on globalization oriented to the introduction of English native speakers and English-only classes. Based on these situations, Korea created EPIK （English Program in Korea） and NEST （Native English Speaking Teacher） respectively for inviting English native teachers. In the similar educational conditions, the recognitions of elementary school students of Korea and Taiwan regarding on English-only classes by native English speakers showed the relatively meaningful results. Compared with Taiwan Residents students, first, Korean students have greater ability in understanding of English-only class. Second, Korean students respond that native English speaking teachers＇ class helps them improve English better. Third, Korean students tend to use Korean and English together to improve their understanding. Fourth, Korean students respond English-only class reduces fear about English. Fifth, Korean students experience less difficulties in communicating with native English speaking teachers due to culture differences. Korean elementary students relatively have a higher understanding rate about native English speaking teacher＇s class.
