Summary and Discussions
5.4 Suggestions to Future Research
Although the present study presented some findings related to TBLT implementation of the action research and how it affected fifth grade students’ learning motivation in New Taipei City, there were some limitations in the study. Hence, some suggestions were proposed for future research.
First, there were only 23 students involved in this study, and all of the subjects came from the same class, same grade, same school, and same area. In order to evaluate the impact of TBLT on the learning motivation from more students’ perspective, future research could enroll more students from different classes, different grades, different schools and different areas in the study. Then, the results would be more convincing, i.e. the validity and the reliability of the study will be increased.
Second, the present study only lasted ten weeks, and the long-term influence of TBLT is unknown. Besides, students needed more time to get used to the all-English class and report their tasks results in English. Accordingly, it is suggested that future researchers could lengthen the experimental span of TBLT.
Finally, different characteristics of the students might have different attitudes towards TBLT and those might affect their learning motivation. Therefore, future researchers should take students’ characteristics into account when assessing the impact of TBLT on the learning motivation.
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5.5 Conclusion
The present study explored whether fifth grade students’ learning motivation could be improved through TBLT action research, and several findings were addressed. Firstly, high- and low-achievers’ learning motivation were increased after the TBLT action plan, but there was no significant improvement in middle-achievers’ learning motivation. The possible explanation was that high- and low-achievers had positive attribution but middle-achievers’
attribution was neutral. Secondly, the instructor, students and observers all had positive attitudes towards TBLT and the influence on the learning motivation. Thirdly, there were some obstacles of implementing TBLT, such as students’ different English competence, lack of teamwork and target language production, overusing mother tongue. Finally, in order to solve these difficulties, some growths and insights were also addressed, for instance the classroom management skills, the friendly circumstance of speaking English, and lengthening the English rehearsing time.
On the basis of the study results, some suggestions were yielded for future research.
First, enroll more samples from other grades, schools, and areas; at the same time, a larger sample could make the results more convincing. Second, lengthen the TBLT action plan span, and then the long-term influence could be addressed. Finally, take students’ characteristics into account in order to conclude the main reason of learning motivation improvement.
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