The purpose of this research were to (1) Investigate the English achievement and moral including 4 areas: honest, gratefulness, sacrifice, kindliness and students’ learning behavior at the beginning and the end of the teaching between the two different teaching methods, the first teaching method was using Aesop’s fables and the Cornell Note Taking method. The second teaching method was the traditional method and 2 different levels were grade 4 and grade 5. (2) To follow up the English achievement, morals and learning behavior of the experimental group during the teaching period for 8 times. (3) To explore the effectiveness of teaching method and student level in English achievement, morals and students’ learning behavior. The samples students were assigned into 2 experimental groups. They consisted of 31 students of grade 4 and 40 students of grade 5. Another 2 groups were assigned to control groups. They consisted of 30 students of grade 4 and 40 students of grade 5. Researcher collected data by (1) English achievement test A and B (2) Moral test (3) Learning behavior evaluation form evaluated by teacher (4) Self learning behavior evaluation (5) Learning behavior evaluation form evaluated by friend. All data were analyzed by descriptive statistics, means comparison using t-test, repeated measured analysis of variance and two-way ANOVA. The findings were: (1) The English achievements post-test mean and the morals post-test mean in grade 4 were higher than pre-test mean. The results were based on the assumption. The learning behavior evaluated by teacher pre-test mean was higher than the post-test mean. It was not consistent with the research assumption. (2) The moral post-test mean and the learning behavior evaluated by teacher post-test mean in grade 5 were higher than pre-test mean. The results were based on the assumption. The English achievement test (A) post-test mean was less than the pre-test mean. It was not consistent with the research assumption. (3) The different level affects the English achievement test (A). The different teaching method affects the English achievement test (A) was not significantly different at .05 level and there was no interaction both of level and teaching method to the English achievement test (A). (4) The different level and teaching method affect the English achievement (B) were not significantly different at .05 level and there was an interaction of both level and teaching method to the English achievement test B. The different level and teaching method affect B were not statistically significant at level .05
