Impact of the IRS Idiom Teaching on Elementary Students’ Learning Achievement and Motivation

Abstract

Idiom learning is an essential part in Chinese education. Some scholars discovered that there’s a general lack of motivation in learning Chinese idioms among elementary students; hence it is an important issue to increase learners’ learning motivation and improve their application of idioms. With the advances of information technology, Interactive Response Strategy (IRS) used into the classroom has already become popular. The study used a quasi-experimental design and randomly select two classes of 49 students of grade 3 from an elementary school in Taichung city of Taiwan as subjects. Each class as experimental and control group respectively. The experimental group will be taught using IRS integrated into Chinese Idiom learning, while the control group follows traditional lecture style. The results show the following findings after statistical analysis: (1) In terms of learning efficiency, IRS integrated into grade 3 Chinese idiom learning is superior to traditional lecture style. (2) In terms of learning motivation, IRS integrated into grade 3 Chinese idiom learning is superior to traditional lecture style.