Abstract:

This study is an action research that investigates the process of theme-based teaching activities with the aid of English picture books used by preschool teachers in kindergarten curriculum. This research is conducted in a southern Taiwan kindergarten with 15 children aged 3-4 years old as participants. A total of 14 English picture books and children ballads that are related to the 3 specified teaching themes are used and integrated in the theme-based activities for 15 weeks. A series of research data were collected including self-examinations of teaching, records of participant observation, anecdotal records, children’s learning profiles and the feedback of picture books. After being gathered, these data were triangulated to enhance the dependability, credibility, confirmability, and transferability of this study.
The result of this study showed a higher interest in learning English after picture books were introduced in the theme-based activities. Furthermore, English comprehension of participants in listening, speaking, reading and writing had all matched indicators of affection shared in the English picture books. The exhibition of English picture books in the studying area and extensive activities provided children more opportunities to learn actively as well as to expand and integrate learning experiences. The circulation of English picture books also proved that parents endorsed reading of picture books and recognized the positive effect on children’s English comprehension and learning interest.

Keywords:

Theme-based activities, picture books, indicators of affection.