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2.2 The Studies on the Instructional Design
ID is the practice of creating 'instructional experiences which make the acquisition of knowledge and skill more efficient, effective, and appealing.'( Merrill, M. D.; Drake, L.; Lacy, M. J.; Pratt, J,1996) The procedure consists broadly of determining the current state  and  needs  of  the  learner,  defining  the  end  goal  of  instruction,  and  creating  some 'intervention'  to  assist  in  the  transition.  Ideally  the  procedure  is  informed  by pedagogically  (procedure  of  teaching)  and  andragogically  (adult  learning)  tested theories of learning and may take place in student-only, teacher-led or community-based settings.  The  outcome  of  this instruction  may  be  directly  observable  and  scientifically measured or completely hidden and assumed.  The  Western  scholars  commonly  trace  its  origin  to  World  War  II  period,  when  a considerable amount of training materials for the military were developed based on the principles of instruction, learning, and human behavior. Tests for assessing a learner’s abilities were used to screen candidates for the training programs. After the success of military  training,  psychologists  began  to  view  training  as  a  system,  and  developed various analysis, design, and evaluation procedures.( Rizzi&Dempsey, 2008) However some Chinese intellectuals state that the ID activities and the relating studies date from the  ancient  times,  coinciding  with  the  history  of  education,  yet  without  consciousness for a very long time;(Li Mang,Jiang Kewei&Cai Minjun,2012) only not until the 1940’s was  born  ID  in  the  modern  sense  with  the  promotion  of  cognitive  phycology  and advanced techniques.  
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Chapter Three   Research Methodology ..... 17 
3.1 Research Questions ....... 17 
3.2 Research Subjects .......... 17 
3.3 Research Methods ......... 19 
3.4 Research Instruments .... 20
3.4.1 Questionaire ......... 20 
3.4.2 Interview Outline ........ 21 
3.5 Research Process .......... 22 
3.5.1 Data Collection .... 22 
3.5.2 Data Analysis ....... 22 
Chapter Four   Results and Discussion ....... 23 
4.1 Research Explanation .... 23 
4.2 The Present Situation of the Growing English Teachers.......... 24
4.3 Classroom Observation and Analysis ........ 47 
4.4 Results of Interviews and Analysis ..... 49 
4.5 Ability for Instructional Design .......... 54 
Chapter Five   Conclusion ...... 58 
5.1 Major Findings ....... 58 
5.2 Implications and Suggestions of the Research ........ 59 
5.3 Limitations and Suggestions for Future Study ........ 60 

Chapter Four   Results and Discussion  

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