基于英语学习活动观的小学五年级英语绘本教学现状及优化策略研究-以南充市BM小学为例

IntroductionPrimaryschoolEnglisheducationisnowundergreaterdemandsduetotheNewCurriculumReform.TheCompulsoryEducationEnglishCurriculumStandards(2022Edition)2,whichareofgreatsignificance,emphasizeanessentialaimthatistofostermoralintegrityaswellastheholisticadvancementofstudents,anditisrequiredthattherebeanaugmentationoflearners'fundamentalcompetenciesinaspectslikelinguisticproficiency,culturalacumen,cognitiveabilitiesandlearningefficacy；forEnglishteachers,theadoptionofanEnglishLearningActivityPerspectiveincurricularimplementation,whichinvolvesmeticulousresearchonpicturebooks,isencouraged,andthroughastructuredprogressionofactivitiesthatrangefrombasiccomprehensiontoappliedpracticeandthentotransfer-basedinnovation,theeducationalbenefitsofpicturebookscanbemaximizedsoastofosterstudents'comprehensivedevelopmentofcompetencieswhilealsosupportingthegoalsofcurriculumreform.Astructuredprogressionofactivities—frombasiccomprehensiontoappliedexercisesandtransferableinnovation—canmaximizetheeducationalbenefitsofpicturebooks,therebyeffectivelypromotingstudents'holisticcompetencydevelopmentandsupportingcurriculumreformgoals.Aspartofthe2017SeniorHighSchoolEnglishCurriculumStandards,theEnglishLearningActivityPerspectiveintroducesateachingparadigmthatalignswithcorecompetencies,merginginstructionalobjectives,content,andmethodology.Theintegration,whichisofvisualandtextualnarrativeswithinEnglishpicturebooks,resultsinhigh-qualityreadingmaterialsaswellasauthenticlanguagepracticebeingprovidedforprimary-levellearners,andtheseresourcessimultaneouslyhavetheeffectofignitinginterestinEnglishacquisitionalongwithaugmentingstandardclassroompedagogy,buttherearepersistentchallengesthatareclearlyevident,especiallywhenitcomestotheteachers'capabilityindevisingeffectiveactivitiesandalsothescarcityofhigh-qualityresources.Wangetal.(2017)concludethateducators,whocontinuetoutilizeconventionalteachingapproachesmainlybecauseofalackofcomprehensionoftheEnglishLearningActivityPerspective,thushavetheirinstruction'sefficacydiminished.(2017)DuetoalackofinsightintotheEnglishLearningActivityPerspective,educatorspredominantlyutilizetraditionalmethods,whichunderminestheoveralleffectivenessofinstruction.Students,whoseemtopossessaratherremarkableandeasily-observableaffinity,thatisofafairlysignificantdegree,forEnglishpicturebooks,whichareatypeoflanguage-learningmaterialthatcanberegardedasrelativelynewintheeducationallandscape,dosoonaccountofthefactthatthesepicturebooksfeatureplotsthatarefulloflivelinessandlanguagethatispredominantlyillustrative-based.Thesubstantialeducationalvalueofpicturebooks,intermsofstimulatingstudents'interestinlearning,enhancingtheirlanguagecapabilities,aswellasfosteringtheirreadingcomprehensionskills,ishighlightedbyeducationalresearch.Thisveryresearch,bytakingBaimaPrimarySchoolinNanchongasacase-studyexample,aimsatnotonlyinvestigatingthepresentsituationregardingfifth-gradeEnglishpicture-bookteachingbutalsosuggestingstrategiesforteacherstorefinetheirinstructionalmethodsinamoreeffectivemanner.TheresearchutilizesBaimaPrimarySchoolinNanchongasacasestudytoinvestigatethecurrentstatusoffifth-gradeEnglishpicturebookteachingandtodiscussstrategiesforteacherinstructionalimprovement.ThroughtheexplorationwhichinvolvesintegratingtheEnglishLearningActivityPerspective,inamannerthatistailoredtofifthgraders,withpicturebookinstruction,theoreticalanalysisrevealstheexpansionoftheprimaryEnglisheducationframework,anditalsoprovidesinsights,inaratherintricateway,intothecognitivemechanismsthatunderlieEnglishacquisitionduringthisparticulardevelopmentalphase,therebyestablishingabasisforpedagogicaladvancements,andtheresearch,whoseobjectiveistoexpandteachers'knowledgeregardingtheEnglishLearningActivityPerspective,enhancethemethodologyofpicturebookinstruction,andincreasestudentengagement,aimstoofferviablestrategiesforthetransformationofprimaryEnglisheducation.Theobjectiveoftheresearchistoexpandteachers'knowledgeoftheEnglishLearningActivityPerspective,enhancethemethodologyofpicturebookinstruction,andincreasestudentengagement,withtheintentionofofferingviablestrategiesforthetransformationofprimaryEnglisheducation.

ChapterILiteratureReviewThischapterisdividedintothreesections.ThefirstsectionclarifiesthedefinitionandtheoreticalfoundationsoftheEnglishLearningActivityPerspectiveinprimaryEnglishteaching.ThesecondsectionexplainsthedefinitionandpedagogicalvalueofEnglishpicturebooks.Thethirdsectionreviewsrelevantdomesticandinternationalstudies.EnglishLearningActivityPerspective1.1.1TopicoverviewTheEnglishLearningActivityPerspective,whichhasemergedasaratherburgeoningresearchfocusinsidetheprimaryschoolEnglisheducationfield,ishighlightingthequitesignificantmeaningaboutlearners'proactiveengagementalongwithexperientiallearningbymeansofthefusionofpicturebookreadingsaswellastextbookmaterialandactivityplanning；thestrategy,whichunderscoresthelearner-centerednessconcept,facilitatingtheapplicationofEnglishwithinauthenticcontextsthroughdiverseactivitiesandtherebyfortifyingthecomprehensionaswellaspresentationabilities.Thestrategyunderscoreslearner-centeredness,facilitatingtheapplicationofEnglishinauthenticcontextsviadiverseactivities,therebyfortifyingcomprehensionandpresentationabilities.1.1.2DefinitionofEnglishLearningActivityPerspectiveTheEnglishLearningActivityPerspectiveisaninnovative,student-focusedpedagogicalstancethatfundamentallymodifiestraditionalEnglishteachingmethodologies.IntroducedinChinathroughtheSeniorHighSchoolEnglishCurriculumStandards(2017Edition),EnglishLearningActivityPerspectiveoriginatedfrominternationalresearchon"activity-based"methodologies.TheapplicationofactivitytheorytolanguageteachinggaverisetotheLanguageActivityTeachingMethod,integratedintocommunicativelanguageteachingbyYalden(1987).Harmer's(2001)BalancedActivitiesApproachadvocatesforcurriculumcustomizationtocatertostudentrequirements.TheActivity-OrientedTeachingstrategywhichiswithinAustralia'scurriculumhas,inarathercomplexandconvolutedway,beenfurtherdevelopedsuchthatitresultsinashiftfromateacher-centeredpedagogythatwasonceprevalenttoastudent-centeredonewherethefocusismoreonthelearners.Anwer(2019),throughaprocessthatmightinvolvedeep-seatedresearchandanalysis,identifiestheEnglishLearningActivityPerspectiveasbeinginstrumentalintheratherintricateprocessofnurturingbothcriticalthinkingandcognitivedevelopmentwithintheeducationalcontext.Globalpedagogy,whichhasbeensignificantlyinfluenced,isreshapedbyactivity-basedtheoriesthroughtheapproachofnotonlyprioritizingtheactiverolesoflearnersthatarecrucialtoeducationalprocessesbutalsocoordinatingaseriesofactivitieswithcognitivedevelopmentsoastopotentiallyelevateeducationaloutcomesthatareofgreatimportanceintheeducationalfield.1.1.3TheoreticalFoundationsoftheEnglishLearningActivityPerspectiveThetheoreticalunderpinningsoftheEnglishLearningActivityPerspective,whichareessentiallybasedonaprofoundunderstandingofbothlearningdynamicsandlearnerswiththeaimofenhancinglearners'engagementandmotivation,intricatelyrevolvearoundsuchaspectswherethetheoreticalframeworkdividestheapproachintothreehierarchicallydistinctlevelsthatarecognitiveprocessing,practicalapplication,aswellastransferandinnovationinawaythatmakestheoveralllogicrathercomplexandthecompletenessapproximatelyhalfofafully-fledgedsentence.TheCognitiveProcessinglevel,whichgivesprioritytotheinternalizationofsuchlinguisticknowledgeasmightbecrucialandtheformationofcognitivestructuresinasomewhatintricatemanner,leadslearners,throughadiverserangeofactivitiesdesignedforthispurpose,toenhancetheirunderstandingoflinguisticcomponents,withtheresultthattheirlanguagecomprehensionimproves.Interactivereadingexercises,whichareintendedtofacilitatetheacquisitionofvocabularyaswellassentencestructureswithinacontextualsetting,therebycontributetopromotinglinguisticcomprehensioninawaythatisnotimmediatelyobvious.ThePracticalApplicationlevel,whosefocusisonthenurturingofstudents'practicalandappliedskills,hasactivitiesthat,beingaimedatfacilitatinglearners'applicationoftheirknowledgewithinauthenticscenarios,areinstrumentalinnotonlyconsolidatingtheirlanguagecommandbutalsoaugmentingtheirproficiency；andyet,theprevalenteducationalparadigm,whichoftenfavorsrotelearningandrepetition,overlookingthesignificanceofrole-basedapplication,consequentlyhindersstudents'readinessforreal-worldlanguageengagement,withrole-playingandsituationaldialogues,despitetheirbeinginstrumentalinconsolidatingknowledge,fosteringcommunicativeabilities,andbuildingself-assuranceinstudents,beingthusundermined.TheTransferandInnovationlevel,whichisintroducedsoastodealwiththelimitationsexistingwithintherealmofpedagogy,aimsatfosteringstudents'capacitytoexpandthecontenttheyhavelearnedandtoapplythelanguageskillsandknowledgewithinthosenovelandyetunexploredcontexts；andteachersatthislevelaresupposedtodesigntasksthatareopen-endedforthepurposeofpromotingcreativityaswellascriticalthinkingwhichareofgreatsignificanceineducationalscenarios.TheEnglishLearningActivityPerspective,whichiscomposedofthreelevelsthatareinastateofsynergisticallyconverging,contributestotheformationofwhatcanbeseenasacomprehensiveanddynamiclearningtrajectoryinsuchawaythattherelationshipamongtheseelementsisratherintricateandnoteasilydiscernibleduetothecomplexityintroducedbythecombinationofthesethreelevelsthatworktogetherinasynergisticmannertocreatethiskindoflearningtrajectory.Throughthebalancedapplicationoftheselevels,educatorscaneffectivelybolsterstudents'Englishproficiency.Throughthebalancedapplicationoftheselevels,educatorscaneffectivelybolsterstudents'Englishproficiency.Englishpicturebooks1.2.1TopicoverviewAsaninterestingwayoflearningEnglish,theteachingofEnglishpicturebooksinprimaryschoolsaimstoimprovestudents'languageabilityandculturalunderstandingthroughtheformofpicturesandtexts.Recently,thescholarlyworkcarriedoutfromtheperspectiveofEnglishLearningActivity,whichhasbeenattractinggrowingattentionlately,hasstronglyemphasizedthesignificanceofdiversityaswellastheimportanceofparticipationthatactivelyengageslearnersinthosevariouslearningactivities.Thetheory,bytheway,providessometheoreticalunderpinningsthatcansupporttheeffectiveutilizationofEnglishpicturebooksinprimaryeducation,wherethesepicturebooksplayaroleinfosteringlanguageacquisitionthroughmeanssuchassituationalconstructionandemotionalguidancethataresubtlypresentedwithinthecontentofthesetexts.Atthesametime,withthechangeofeducationalconcepts,howtoeffectivelyintegratetheconceptoflearningactivitiesintopicturebooksteachinghasbecomeanurgentproblemtobesolved.Inthecontextofever-changinganddeepeningeducation,theteachingofpicturebookshasgraduallyshownatrendofdiversificationandpersonalization.Teachersarebeginningtorealizethatasingleteachingmodelandteachingresourcescannolongermeettheneedsofcontemporarystudentsandtherequirementsofeducationaldevelopment.Therefore,howtoskillfullycombinetheprincipleoflearningactivityconceptwiththepracticeofEnglishpicturebooksteachinginprimaryschoolshasbecomeoneoftheimportantresearchdirectionsatpresent.Teachersneedtoinnovateteachingdesignandteachingmethods,andconstantlyimproveandimprovethequalityandeffectivenessofpicturebooksteachingthroughcontinuouspracticeandreflection.Tosumup,asauniqueanddynamicteachingform,primaryschoolEnglishpicturebooksteachinghasgreatpotentialanddevelopmentspace.OnlybycontinuouslydrawingonandapplyingtheEnglishLearningActivityPerspective,combinedwiththenewconceptsandtechnologiesofcontemporaryeducation,canwebetterpromotetheinnovationanddevelopmentofpicturebooksteachingandmakegreatercontributionstotheimprovementofstudents'comprehensiveliteracyandlanguageability.1.2.2CharacteristicsofEnglishpicturebooksAdistinctiveliterarygenre,Englishpicturebooks,integratevisualandtextualelementstoformaunifiednarrative,predominantlytargetingyoungreaders.Thesebooks,whosedistinctivecharacteristicliesinthesynergisticfusion—acombinationinvolvingillustrationsandwrittenlanguagethat,inacollectivemanner,conveysmeaning,augmentscomprehensionaswellascaptivatesreaders,are,accordingtoHarrington(2016),recommendedtohavetheirintegrationintoprimaryschoolcurriculasoastocaptivateyounglearnersandassisteducatorsinhandlingdiversesocialissues.Exposuretopicturebookswhichillustratecontemporarylifeacrossvariousculturescanfacilitatestudents'recognitionofculturaldisparitiesandfostertheirculturalconsciousness.Nikolajeva(2013)highlightstherobustnarrativeprowesswithinwhichthevisualimagerytogetherwithsupplementarytextplaysaroleinfacilitatingstudents'comprehensionofkeythemes.AccordingtoPapen(2020),Englishpicturebooksareeffectiveinenhancingcriticalthinkinginyoungchildren,aviewpointechoedbyFuandZhu(2024)whoemphasizetheirroleinthecultivationofmultipleintelligences.Elley(1991)suggeststhatinteractionwithhigh-caliberpicturebooksignitesstudents'interestinlearningasecondlanguage.ThestudiesaboveexpounduponaspectrumofattributesofEnglishpicturebooks.Findingsuniformlyhighlighttheireducationaladvantagesinadvancinglearning.Theoptimizationstrategiesinthisstudyarecraftedtoamplifytheireffectonstudentdevelopment.Theoptimizationstrategiesinthisstudyarecraftedtoamplifytheireffectonstudentdevelopment.1.2.3InstructionalValueofEnglishpicturebooksInfifth-gradeEnglishteaching,thepedagogicaleffectivenessofEnglishpicturebooksisconstrainedbymultiplefactors(Li,2023).Fromtheperspectiveofinstructionaldesignwhichintricatelydelvesintoeducationalstrategies,theknowledgetransmissionisfrequentlyprioritizedbyeducatorsoverthecomprehensiveexplorationoftheeducationalvaluedeeplyembeddedinpicturebooks,whotendtoutilizetraditionalteachingmethodsthatarecenteredaroundlinguisticknowledgeandthusneglecttheinteractiveaswellasinquiry-basedfeaturesofpicturebooks；inthedesignofactivitieswherevariouseducationalgoalsarepursued,precedenceisgiventocomprehensiontaskswhilethestagesofpracticalapplicationandtransferableinnovationthatcouldpotentiallyenhancestudents'capabilitiesareomitted,withtheapplicationofthesemethodsresultinginamerelysuperficialcomprehensionofpicturebooksandimpedingtheadvancementofstudents'higher-orderthinkingabilities.Ineducationalsettings,theselectionalongwiththefrequencyoftheutilizationofpicturebooks,whichareconsideredtohaveacertainimpactonstudents'languageproficiencyadvancement,presentchallenges；relevantdataanalysisfindingssuggestthatduetotimeandresourcelimitationsbeingfrequentlyexistent,teachersareoftenimpededfrommakingselectionsofpicturebookswithhighereducationalmeritandengagement.AtBaimaPrimarySchoolinNanchongCity,curricularresourcesbeinglimitedaswellasanexcessivedependenceonpicturebooksininstructionalmethodsbringingaboutaconstraintwherethereisariskoffosteringmonotonousteachingmodels,thuscontributingtoanexacerbationofthedeclineinlearningoutcomesandstudentengagement.AtBaimaPrimarySchoolinNanchongCity,theconstraintsoflimitedcurricularresourcesandexcessivedependenceonpicturebooksininstructionalmethodsposeariskoffosteringmonotonousteachingmodels,therebyexacerbatingthedeclineinlearningoutcomesandstudentengagement.1.3RelatedStudies1.3.1OverseasStudiesTheonsetofinternationaltheoreticalinquiryandpedagogicalimplementationinEnglishpicturebookspredatesotherapproaches.Intheirmultimodaleducationaltheoryinvestigation,Hassettetal.(2009)proposedtheincorporationofpicturebooksintostandardelementarycurriculabymeansofviabletheoreticalandpracticalstrategies,whileArizpeandStyles(2015),throughempiricaldemonstrationinprimaryeducationsettings,showedthesignificantenhancementofstudents'criticalthinkingandculturalunderstandingviavisualnarrativesinpicturebooks,andthestudybyMourão(2016)whichrevealedthepositiveoutcomesofincorporatinginteractiveread-aloudsandtask-basedactivitiesintoEFLclassroompracticesforpicturebookteachingalsodisclosedextensiveproblemslikeresourceimbalancesandsubstandardteachertraining,andHarmer(2001)pointedouttheincreasingrelevanceoftheEnglishLearningActivityPerspectiveinfoundationaleducationespeciallyintermsofbridgingtheoreticalandpracticaldomains,andAnwer's(2019)investigationindicatesthatthe“three-tieractivitydesign”framework,whichfeaturesCognitiveUnderstanding,PracticalApplication,andTransferandInnovation,isaneffectivewaytoadvancestudents'languageproficiency.Thepracticalapplicationofthistheoryinteachinghasbeensubpartoexpectations.Educatorsmustengageinongoingpedagogicaldevelopment,applyingtheEnglishLearningActivityPerspectivetheoryflexiblytocatertostudents'practicalneeds.Educationaladministratorsmustofferprofessionaltrainingconcurrentlytobolsterteachers'theoreticalapplicationskills,therebyensuringteachingactivitiesareincorrespondencewithstudentdevelopment.Educationaladministratorsmustofferprofessionaltrainingconcurrentlytobolsterteachers'theoreticalapplicationskills,therebyensuringteachingactivitiesareincorrespondencewithstudentdevelopment.1.3.2DomesticStudiesDomesticresearchonpicturebookspedagogystartedrelativelylatebuthasrapidlyadvancedinrecentyearsunderpolicy-driveninitiatives.Wang(2018)initiatedtheadaptationofthe"EnglishLearningActivityPerspective,"proposingathematicinquiryframeworkfortheinstructionaldesignofpicturebooks.Theframework,whichemphasizesthesequentialstructureconsistingofthreephasesnamelylearningandcomprehensionaswellaspracticalapplicationandtransferandinnovation,whileLiu(2024)notedthesuboptimaldevelopmentofhigher-orderthinkingskillsandattributedittoteachers'inadequateproficiencyinactivitydesignwithincontemporarypicture-bookinstructionalmethods.HeandGuo(2023),whohighlightedtheongoingpedagogicalchallengesexistinginpicturebooks,presentedfourstrategiesaimingatinstructionalrefinementandpromotion.Tomaximizetheimpactofpicture-bookteaching,researchshouldgiveprioritytothedevelopmentofteachers,especiallyinthedomainofactivity-designexpertise；simultaneously,theencouragementofprogressivepedagogicalmethodsisofcrucialimportanceforthecomprehensiverefinementofpicture-bookinstruction.Thestudy,bydrawingupontheexistingliteraturewhichencompassesvariousaspectsrelatedtothefieldandthepriorresearchthathasdelvedintosomewhatsimilarareas,endeavorstocarryoutamorein-depthexaminationregardingtheimplementationoftheEnglishLearningActivityPerspectivewithintherealmofEnglishpicturebooksteachingspecificallydesignedforfifthgraders,aimingnotonlytoprovideinsightsthatcouldpotentiallybeofvalueforfutureresearchendeavorsbutalsotocomeupwithstrategiesthatwouldservethepurposeofenhancingtheinterestaswellastheefficacyofEnglishlearningamongtheyouthfullearners.ThestudyaimstofurnishvaluableinsightsforfutureresearchandproposestrategiestoaugmenttheinterestandefficacyofEnglishlearningamongyouthfullearners.

ChapterⅡResearchDesignThischapter,inaratherelaboratemanner,outlinestheoverallresearchdesignwhich,beingsplitintofourdistinctsectionsnamelyResearchQuestions,ResearchParticipants,ResearchInstrumentsaswellastheProcessofDataCollectionandAnalysis,issostructuredthatthesecomponents,whenfunctioninginunison,cometoformacomprehensivemethodologicalframeworkthroughwhichthecoreobjectivesofthestudyareintendedtobeaddressed.2.1ResearchQuestionsInconsiderationoftheobjectivesthatthestudyholds,whichareintricatelydesignedtodelveintocertaineducationalaspects,thesubsequentresearchquestions,eachbearingasignificantdegreeofcomplexity,areputforwardasfollows:Firstly,regardingthefifth-gradestudentsatBaimaPrimarySchool,undertheframeworkoftheEnglishLearningActivityPerspective,whatistheexistingsituationofEnglishpicturebookteaching,whichencompassesaspectslikethekindsofmaterialsbeingutilizedintheongoingcurriculum,theinstructionalstrategiesthatteachershaveadopted,andthecorrespondingresponsesofstudentstosuchteachingpractices,andthisquestionaimsatexploringthepicturebookinstructionwithintheestablishedcurriculumsystem?Secondly,basedontheEnglishLearningActivityPerspectiveframework,afteracquiringinsightsfromthefirstquestion,whatoptimizedstrategiesforpicturebookinstruction,withanemphasisonaligningwithstudents’developmentalstagesandlearningrequirementsbyoptimizingteachingstrategiesandresourceselection,canbeproposed,andthisinquiryiscenteredaroundidentifyingandevaluatingpotentialimprovementmeasures.2.2ResearchParticipantsTheresearchtookplaceatBaimaPrimarySchoolinNanchongCity,whereEnglishistaughtasasecondlanguage.ThissettingwaschosenduetoitsrepresentativenatureoflocalprimaryschoolEnglisheducation.Theparticipantsincludedbothstudentsandteachers:StudentParticipants:Atotalof176questionnairesweredistributedtofifth-gradestudentsenrolledinfourdifferentclasses.Followingtheremovalof10invalidquestionnaires,166validresponseswereobtained.Thestudents,whowereintheagerangefrom10to11yearsold,andrepresentedaratherwidecross-sectionofacademicperformancelevelsthatcouldnotbesimplydefinedandwereaffectedbyvariousfactorsthatmightincludefamilybackgroundaswellaslearningenvironment,weregatheredtogetherinawaythatmightimplysomeunstatedpurpose.TeacherParticipants:InterviewswereconductedwithtwoEnglishteacherswhoregularlyteachfifth-gradeclasses.BothteachersholdrelevantteachingqualificationsandhaveatleastthreeyearsofexperienceinprimaryEnglishinstruction.Theirperspectivesandclassroompracticesprovidedvaluablequalitativedataforthisstudy.2.3ResearchInstrumentsTheresearchmethodologyincorporatesquestionnaires,teacherinterviews,andclassroomoTeacherParticipants,beingtwoEnglishteacherswhoregularlytakechargeoffifth-gradeclasseswithrelevantteachingqualificationsheldandhavingatleastthreeyearsofexperienceinprimaryEnglishinstruction,weretheoneswithwhominterviewswerecarriedout,andtheperspectivestogetherwithclassroompracticestheyprovidedbecamevaluablequalitativedataforthisstudywhichwasunderway.Bymeansofquestionnaires,students'interestandtheextenttowhichtheyengageinEnglishpicturebooks,whichareregardedasprimarytools,wereinvestigatedwhileeducatorinterviewswerecarriedoutwiththeintentionofdeterminingtheirviewpointsregardingthepresentsituationofpicturebookteachingandthemethodologiesofEnglishpicturebookteachingatBaimaPrimarySchoolwereexploredthroughclassroomobservations.2.3.1EnglishpicturebooksLearningStatusScaleThisstudyemploysthePrimarySchoolStudents’EnglishpicturebooksLearningStatusScale(EPBLSS)(seeAppendixA)wasadopted,consistingof9itemsdividedintothreedimensions.Thefirstdimensionisactivityparticipation,whichreflectstheparticipationofGrade5primaryschoolstudentsintheEnglishpicturebooksclass.Theseconddimensionislearninginterest,whichevaluatestheinterestofprimaryschoolstudentsinlearningEnglishpicturebooks.Thethirddimensionislearningachievement,whichexploreswhetherprimaryschoolstudentshaveachievedsuccessthroughthestudyofpicturebooks.TheEPBLSSisafive-pointLikertscale(1=completelydisagree,2=notquiteagree,3=somewhatagree,4=somewhatagree,5=completelyagree).Itisworthnotingthatthehigherthescoreofthequestionnaire,thehigherthestudents'interestinlearningEnglishpicturebooks.Inordertoensurethereliabilityofthescale,thereliabilitytestwascarriedoutinthisstudy.TheresultsshowedthattheCronbach’salphacoefficientofthewholeEPBLSSscalewas0.930,andthereliabilitycoefficientsofthethreedimensionswere0.807,0.801and0.820,respectively.Thescaleremainsareliablemeasurementtoolinthisstudy.Table2.1showsthethreedimensionsoftheprojecttable.Table2.1ThereliabilitycoefficientofEPBLSSDimensionsItemsNo.Cronbach’sAlphaActivityParticipation12330.807LearningInterest45630.801LearningAchievements78930.820Total—90.9302.3.2TeacherInterviewsAtBaimaPrimarySchool,twofifth-gradeEnglishinstructorswhoparticipatedinaninterviewthatwasstructuredintermsofanoutline,duringwhichtheinterview,whichaimedtoexploretheeffectivenessofinstructionaldesignas