5.1 Change of Students’ Oral English Proficiency ............................... 38
5.1.1 Students’ Oral English Scores in Post-test ................................ 38
5.1.2 Comparison of Students’ Proficiency between Pre-test and Post-test ................... 39
Chapter Five Results and Discussion
5.1 Change of Students’ Oral English Proficiency
In order to answer the research questions for this study, the data collected from the pre-test and post-test in oral English were dealt with by descriptive statistical analyses and tested by independent sample T-test and paired sample T-test.
5.1.1 Students’ Oral English Scores in Post-test
There are two tests in the experiment, that is, a pre-test and a post-test. The results of the oral English test before the experiment has been analyzed in Chapter Four (shown in Table 4-1 and Table 4-2), which shows that there is no significant difference between the two classes in terms of their oral English proficiency in the pre-test before the experiment.
The descriptive statistics of the oral English test in post-test is shown in Table 5.1.
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Chapter Six Conclusion
6.1 Major Findings
The primary aim of this study was to investigate whether the application of TBLT in oral English teaching is feasible and effective in higher vocational colleges in terms of the enhancement of the students’ attitude and proficiency in oral English. After analyzing the data obtained by the means of different research tools and by reflecting on the 16-week experiment of oral English teaching, the author acquired some findings of the study which are listed below.
Among all the major findings, the most important findings of this study was the effectiveness of the new TBLT model to improve the students’ oral English proficiency. After the implementation of TBLT, the students’ oral English proficiency has improved greatly.
As for the second research question, the students have improved their attitude towards oral English learning, which can be proved by the data from the questionnaire and interview. Students are increasingly interested in oral English classes and oral English learning. They are more active in oral English activities than before and are more confident in speaking in English. They are more willing to participate in different oral tasks and work with the group members to complete tasks, for TBLT creates friendly and real-world settings and environments for students to communicate in English.
In a word, the findings provide valuable evidences that the application of TBLT can improve students’ oral English proficiency and attitude in oral English learning in higher vocational colleges.
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