The effect of CM-PSS training towards the phonological awareness among ESL learners
The purpose of the study was to determine the effect of computer-mediated phoneticsspelling skills (CM-PSS) training towards the phonological awareness among year-two English as asecond language (ESL) learner. The objectives of the study were: (1) to examine the effectivenessof computer mediated-pho...
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| 格式: | thesis |
| 語言: | eng |
| 出版: |
2020
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| 主題: | |
| 在線閱讀: | https://ir.upsi.edu.my/detailsg.php?det=6837 |
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| 總結: | The purpose of the study was to determine the effect of computer-mediated phoneticsspelling skills (CM-PSS) training towards the phonological awareness among year-two English as asecond language (ESL) learner. The objectives of the study were: (1) to examine the effectivenessof computer mediated-phonetics spelling skills (CM-PSS) training in promoting phonologicalawareness among English as a second language (ESL) learners in comparison with theconventional learning approach; (2) to examine how CM-PSS training has affected ESL learnerslearning motivation and attitude towards CM-PSS training; and (3) to determine the relationshipbetween such learners language learning motivation and attitude towards CM-PSS trainingwith their phonological awareness. The CM-PSS training was developed using Lebrun E-learning modelas its underpinning framework. This study used a quasi-experimental design involving 30year-two ESL learners who were randomly assigned to an experimental group (n=15) and a controlgroup (n=15). Phonological Awareness Assessment, Attitude, and Motivated Strategies forLearning questionnaire was used to measure the dependent variable in this study. The independentsample t-test was used to determine the effect of CM-PSS training in promoting phonologicalawareness. The result of t-test [t(28) = 9.26, p <0.05] showed that the positive effect of theCM-PSS on the learners phonological awareness. In terms of the learners language learningmotivation and attitude, the results of the t-tests showed that the learners motivation [(t(28)= 14.17, p<0.05] and attitude [t(28) = 27.98; p <0.05] have improved after they were exposed to the CM-PSS.In addition, the data illustrated that the relationship between the learners language learningmotivation towards CM-PSS training with their phonemic awareness was significant (r = 0.82, p |
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