ABSTRACT

ESTABLISHING AND IMPROVING THE INDEPENDENT READING ABILITY OF MIDDLE SCHOOL STUDENTS HAS BECOME ONE OF THE CRITICAL TOPICS IN THE WORLD, ESPECIALLY FOR SECOND LANGUAGE LEARNERS. THE CULTIVATION OF INDEPENDENT READING ABILITY HAS SPECIFIC CHALLENGES. THIS ACTION RESEARCH INVESTIGATED THE EFFECTIVENESS OF INTEGRATING ROBOT-ASSISTED TEACHING IN READING LESSONS AT LOWER PRIMARY GRADES. A GROUP OF THIRD-GRADE STUDENTS (N=15) PARTICIPATED IN THIS RESEARCH. THE INSTRUMENTS INCLUDE THE PRE-AND POST-TEST OF A READING COMPETENCY TEST (RCT) AND MOTIVATIONAL INDEX (MI), A TEACHER REFLECTION JOURNAL, AND FOCUS GROUP DISCUSSION WITH PARENTS. THE WHOLE INTERVENTION IS CONDUCTED IN TWO CYCLES, AND REQUIRES THE COMPLETION OF FOUR 40-MINUTE LESSONS EACH WEEK PER CYCLE. THE FINDINGS SUPPORT THE VIEW THAT INTEGRATING ROBOT-ASSISTED TEACHING IN THE CLASSROOM CAN IMPROVE STUDENTS' LEARNING MOTIVATION TO A CERTAIN EXTENT, AND THAT INTERVENTION PROGRAMS POSITIVELY IMPACT STUDENTS' LEARNING MOTIVATION AND INDEPENDENT READING ABILITY IN ENGLISH. THIS STUDY PROVIDES SUGGESTION FOR THE DESIGN OF ENGLISH READING INSTRUCTION, AND ENCOURAGES ENGLISH TEACHERS TO PAY MORE ATTENTION TO IMPROVING STUDENTS' INDEPENDENT READING ABILITY