The Study of Effectiveness of Creative English Teaching in Class for Junior High Students

[[abstract]]This study aims at the following goals:(1) to explore the difficulties of the junior high students in learning English; (2) to design some suitable ways and strategies to the “Creative English Teaching in Class” for the junior high students;(3) to evaluate the effectiveness of the “Creative English Teaching in Class” and to analyze the changes in English learning of the junior high students; (4) to review how the researcher made professional progress in the personal curriculum planning and teaching strategies. The research employs the method of an unequal group pretest-posttest. This study deals with the experimental group 17 people and the control group 18 people of junior high school students, and adopt them in the process of the instruction for two years. The research tools include: the English entrance examination, the monthly examinations, the survey for English learning experience, the English learning attitude scale for junior high school students, the feedback sheet, the notes of the researcher’s reflection. The collected data were analyzed by Independent Samples one-way ANCOVA, one-way MANCOVA and content analysis. As a result, the conclusion of this study are as follows: (1) Students’ English achievements were raised after applying the Creative English Teaching in Class. The performance in the monthly examinations of the experimental group is much better than that of the control group, and the scores between the two groups are significantly different. (2) Students’ attitudes toward English learning were improved after applying the Creative English Teaching in Class. In the English learning attitude scale for junior high school students, the performance of the experimental group is much better than that of the control group. The scores are significantly different in total scales, and in “Concentrate on English Learning” subscale. (3) The students were satisfied with the help of the Creative English Teaching in Class for their English learning. (4) The researcher made progress in the professional knowledge, as well as curriculum planning and teaching strategies through the Creative English Teaching in Class. Finally, according to the results, this research may provide additional advice for further improvement within the field that may benefit future researchers and other teachers.