The Proficiency-Dependent Effects of Individual Learning with Computer-Based English Teaching Materials

DOI IR Web Site Open Access

Bibliographic Information

Other Title
  • デジタル英語教材を使用した個別学習の習熟度別効果
  • デジタル英語教材を使用した個別学習の習熟度別効果 : 小学校5年生のリスニング力と情意面について
  • デジタル エイゴ キョウザイ オ シヨウ シタ コベツ ガクシュウ ノ シュウジュクド ベツ コウカ : ショウガッコウ 5ネンセイ ノ リスニングリョク ト ジョウイメン ニ ツイテ
  • 小学校５年生のリスニング力と情意面について
  • Fifth Graders’ Listening Comprehension and Affective Reaction

Search this article

Abstract

The purpose of this study was to verify the proficiency-dependent effects of individual learning with computer-based English teaching materials developed specifically for elementary school fifth and sixth graders. The individual learning was practiced five times in total, twice a week. The verification was carried out by examining the fifth graders’ listening comprehension proficiency in English and their affective reaction to English learning. In order to evaluate the listening comprehension proficiency in English, a pre-test was conducted before, and a post-test conducted after the individual learning. To assess the affective reaction, a post-questionnaire was administered after the individual instruction. The analysis was made dividing 17 participants into groups of 9 upper-level and 8 lower-level students, according to their score on the pre-test. The results revealed that this individual learning produces a significant improvement in the lower-level group’s comprehension in English. As for the affective reaction, it was proved that this individual learning is not only more interesting but also more educational than standard classroom instruction by an assistant language teacher (ALT) in both of the groups. Especially in the upper-level group, it was also shown that this learning is more effective for remembering English than the standard ALT-led class, although English listening comprehension is not improved.

Journal

Related Projects

See more

Keywords

Details 詳細情報について

Report a problem

Back to top