| dc.description.abstract | The learning of Chinese characters and words are essential for students to learn Chinese. Moreover, students created a sentence are critical point from characters and words to article. However, most students’ writing an article has many problems of logic expression at elementary school. It is possible reason that students not used sentence structure.
Hence, this study proposes eight categories logical sentence composing (e. q.transition sentence, the causal sentence, assuming sentence, following sentence,purpose sentence, progressive sentences, conditional sentences, parallel sentence) to enhance the sentence structure knowledge of students. Beside, this study alsointegrated eight logical sentences composing with digital learning classroom environment in order to improve the sentences proficiency and capability of students.
This study conducted 4th grade elementary students (n = 94) from 3 classes. The experimental group (EG) are two classes; the control group (CG) is the one class. The
EG implemented the logical sentence composing of eight units during three months.
This study also conducted the pre/post/delay-test of sentence, ARCS motivation questionnaires, and interviews. The influences of students’cognitive and affective
aspects were analyzed in this study.
In terms of cognitive aspect, students’ logical sentence composing has significantimprovement. In particular, students used different categories logical sentence
composing to improve their logical thinking, to distinguish the different meaning of logical sentences, and to apply sentences used in writing. In terms of affective aspect,students will to learn sentence composing. Besides, students also considered that the
learning logical sentences could help them apply the sentence about examinations and assignments.
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