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...

Full description

Saved in:

Bibliographic Details
Main Author:	Wong, Mee Juan
Format:	thesis
Language:	eng
Published:	2020
Subjects:
Online Access:	https://ir.upsi.edu.my/detailsg.php?det=6837
Tags:	Add Tag No Tags, Be the first to tag this record!

id	oai:ir.upsi.edu.my:6837
record_format	uketd_dc
institution	Universiti Pendidikan Sultan Idris
collection	UPSI Digital Repository
language	eng
topic
spellingShingle	Wong, Mee Juan The effect of CM-PSS training towards the phonological awareness among ESL learners
description	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
format	thesis
qualification_name
qualification_level	Master's degree
author	Wong, Mee Juan
author_facet	Wong, Mee Juan
author_sort	Wong, Mee Juan
title	The effect of CM-PSS training towards the phonological awareness among ESL learners
title_short	The effect of CM-PSS training towards the phonological awareness among ESL learners
title_full	The effect of CM-PSS training towards the phonological awareness among ESL learners
title_fullStr	The effect of CM-PSS training towards the phonological awareness among ESL learners
title_full_unstemmed	The effect of CM-PSS training towards the phonological awareness among ESL learners
title_sort	effect of cm-pss training towards the phonological awareness among esl learners
granting_institution	Universiti Pendidikan Sultan Idris
granting_department	Fakulti Pembangunan Manusia
publishDate	2020
url	https://ir.upsi.edu.my/detailsg.php?det=6837
_version_	1747833318812942336
spelling	oai:ir.upsi.edu.my:68372022-03-01 The effect of CM-PSS training towards the phonological awareness among ESL learners 2020 Wong, Mee Juan 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 2020 thesis https://ir.upsi.edu.my/detailsg.php?det=6837 https://ir.upsi.edu.my/detailsg.php?det=6837 text eng closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Pembangunan Manusia A. Bianchi, & J. Phillips. (2005). Psychological Predictors of Problem Mobile PhoneUse. Cyberpsychology & behavior: the impact of the Internet, multimedia and virtual reality onbehavior and society. 8. 39-51. 10.1089/cpb.2005.8.39.Aarsand, P., & Melander, H. (2016). Appropriation through guided participation: Medialiteracy in children? s everyday lives. Discourse, Context & Media, 12, 20-31.Adams, M. J. (1994). Beginning to read: Thinking and learning about print. MIT press. Adams, M. J.(1994). Beginning to read: Thinking and learning about print. MIT press.Adams, M. J., Foorman, B. R., Lundberg, I., & Beeler, T. (1998). Phonemic awareness in youngchildren: A classroom curriculum. Baltimore, MD: Brookes.Agnew, J. A., Dorn, C., & Eden, G. F. (2004). Effect of intensive training on auditory processingand reading skills. Brain and language, 88(1), 21-25.Ahmed, S. (2015). Attitudes towards English Language Learning among EFL Learners at UMSKAL. Journalof education and practice, 6(18), 6-16.Alkaabi, S. A. R., Alkaabi, W., & Vyver, G. (2017). Researching StudentMotivation. Contemporary Issues in Education Research, 10(3), 193-202.Al-Khairy, M. H. (2013). English as a foreign language learning demotivational factors as perceivedby Saudi undergraduates. European Scientific Journal, 9(32).Amaral, L. A., & Meurers, D. (2011). On using intelligent computer-assisted language learning inreal-life foreign language teaching and learning. ReCALL, 23(1), 4- 24.Anderson, N. J. (1999). Exploring second language reading: Issues and strategies (pp.53-56). Boston, MA: Heinle & Heinle.Anthony, J. L., & Lonigan, C. J. (2004). The nature of phonological awareness:Converging evidence from four studies of preschool and early grade school children.Journal of educational psychology, 96(1), 43.Armbruster, B. B. (2010). Put reading first: The research building blocks for teaching children toread: Kindergarten through grade 3. Diane Publishing.Atkinson, D. (2011). Introduction. Cognitivism and second language acquisition. InAlternative approaches to second language acquisition (pp. 13-35). Routledge.Atkinson, R. C., & Shiffrin, R. M. (1971). The control of short-term memory. Scientific American,225(2), 82-91.Awad, G. (2014). MOTIVATION, PERSISTENCE, AND CROSSCULTURAL AWARENESS: A STUDY OFCOLLEGE STUDENTS LEARNING FOREIGN LANGUAGES. Academy of Educational Leadership Journal, 18(4).Azizah, Y., Nor Fariza, M. N. and Hazita, A. (2005). Teaching English the SMART way. The International Journal of EnglishLanguage Learning and Teaching(IJELLT). Vol. 2(2), 11-22.Azman, H. (2016). Implementation and challenges of English language education reform inMalaysian primary schools. 3L: Language, Linguistics, Literature, 22(3). 3L: Southeast AsianJournal of English Language Studies. 2016, Vol. 22Issue 3, p65-78. 14p.Azman, H. (2016). Implementation and challenges of English language educationreform in Malaysian primary schools. 3L: Language, Linguistics,Literature, 22(3).Bahrani, T., Sim, T. S., & Nekoueizadeh, M. (2014). Second Language Acquisition in InformalSetting. Theory & Practice in Language Studies, 4(8).Baker, D., & Taylor, P. C. (1995). The effect of culture on the learning of science in non?western countries: The results of an integrated research review. InternationalJournal of Science Education, 17(6), 695-704.Ball, E. W. (1993). Phonological awareness. Reading and Writing, 5(2), 141-159.Ball, E. W., & Blachman, B. A. (1991). Does phoneme awareness training in kindergartenmake a difference in early word recognition and developmental spelling?. Reading researchquarterly, 49-66.Barker, T. A., & Torgesen, J. K. (1995). An evaluation of computer-assisted instruction inphonological awareness with below average readers. Journal of Educational Computing Research,13(1), 89-103.Baron, J., & Maier, H. (2005). The challenge of maintaining the momentum. Proceedingsof the 2005 American Society for Computers in Learning in Tertiary Education conference,retrieved 22 February 2017, from http://www.ascilite.org.au/conferences/brisbane05/blogs/proceeding/07_Baron.pdfBeatty, K. (2013). Teaching & researching: Computer-assisted language learning.Routledge.Belpaeme, T., Kennedy, J., Baxter, P., Vogt, P., Krahmer, E. E., Kopp, S., ... & Pandey,A. K. (2015). L2TOR-second language tutoring using social robots. In Proceedings ofthe ICSR 2015 WONDER Workshop.Bialystok, E. (1991). Letters, sounds, and symbols: Changes in children's understanding of writtenlanguage. Applied Psycholinguistics, 12(1), 75-89.Birdsong, D. (1992) Ultimate attainment in second language acquisition. Language 68, 706755.Birdsong, D. (1992). Ultimate attainment in second language acquisition. Language, 706-755.Bohn, O. S. (2017). Cross-language and second language speech perception. The handbook ofpsycholinguistics, 213-239.Bongaerts, T., Summeren, C., Planken, B. and Schils, E. (1997) Age and ultimateattainment in the pronunciation of a foreign language. Studies in Second LanguageAcquisition 19, 447465.Bongaerts, T., van Summeren, C., Planken, B., & Schils, E. (1997). Age and ultimate attainment inthe pronunciation of a foreign language. Studies in second language acquisition, 447-465.Bourdieu, P. (1991). Language and symbolic power. Harvard University Press.Bowman-Perrott, L. J. (2010). Introduction to grade retention among struggling readers.Reading & Writing Quarterly, 26(1), 1-3.Bradley, L., & Bryant, P. (2013). Phonological skills before and after learning to read.In Phonological processes in literacy(pp. 65-74). Routledge.Bradley, L., & Bryant, P. (2013). Phonological skills before and after learning to read.In Phonological processes in literacy(pp. 65-74). Routledge.Buehl, M. M., & Alexander, P. A. (2009). Beliefs about learning in academicdomains. Handbook of motivation at school, 479-501.Bukhari, N. I. A. (2018). CEFR gauging of esl learnersspeaking skills in Malaysia: Aconceptual paper. organised by: Centre for Language Studies and Generic Development, 313.Byrne, B., & Fielding-Barnsley, R. (1991). Evaluation of a program to teach phonemic awareness toyoung children. Journal of Educational psychology, 83(4), 451.Carroll, J. M., & Snowling, M. J. (2004). Language and phonological skills in children at high risk of reading difficulties. Journal of Child Psychology and Psychiatry, 45(3),631-640.Catts, H. W., Bridges, M. S., Little, T. D., & Tomblin, J. B. (2008). Readingachievement growth in children with language impairments. Journal of Speech, Language, and HearingResearch.Chamot, A. U., & O'malley, J. M. (1987). The cognitive academic language learning approach: Abridge to the mainstream. TESOL quarterly, 21(2), 227-249.Chapelle, C. A. (2006). Interactionist SLA theory in CALL research. In CALL research perspectives(pp. 65-76). Routledge.Chapelle, C. A. (2009). The relationship between second language acquisition theory andcomputer?assisted language learning. The modern language journal, 93, 741-753.Chard, D. J., Simmons, D. C., & Kameenui, E. J. (1998). Word recognition: Research bases. Whatreading research tells us about children with diverse learning needs: Bases and basics,141-168.Chaudhary, P. (2014). A study over expectancy theory of motivation in small scale industries inNCR. International Journal of Research & Development in Technology and Management Science,21(1).Chow, B. W. Y., McBride-Chang, C., & Burgess, S. (2005). Phonological Processing Skills and EarlyReading Abilities in Hong Kong Chinese Kindergarteners Learning to Read English as aSecond Language. Journal of educational psychology, 97(1), 81.Christensen, C. A. (1997). Onset, rhymes, and phonemes in learning to read. Scientific Studies ofReading, 1(4), 341-358.Clay, M. M. (1979). What Did I Write? Beginning Writing Behaviour. Heinemann EducationalBooks Inc., 70 Court St., Portsmouth, NH 03801.Clay, M. M., & Cazden, C. B. (1999). A Vygotskian interpretation of reading recovery.Lev Vygotsky: Critical assessments, 3, 354-70.Collins, Allan, S. Brown, John & E. S. Newmann. (1989). Cognitive Apprenticeship: Teaching theCraft of Reading, Writing, and Mathematics.Coppieters, R. (1987) Competence differences between native and near-native speakers.Language 63, 544573.Coppieters, R. (1987). Competence differences between native and near-nativespeakers. Language, 544-573.Cornwall, A. (1992). The relationship of phonological awareness, rapid naming, and verbal memory tosevere reading and spelling disability. Journal of Learning Disabilities, 25(8), 532-538.Corriveau, K. H., Goswami, U., & Thomson, J. M. (2010). Auditory processing and early literacyskills in a preschool and kindergarten population. Journal of learning disabilities, 43(4),369-382.Corriveau, K., Pasquini, E., & Goswami, U. (2007). Basic auditory processing skills and specificlanguage impairment: A new look at an old hypothesis. Journal ofSpeech, Language, and Hearing Research.Demirezen, M. (1988). Behaviorist theory and language learning. Hacettepeniversitesi E?itim Fakltesi Dergisi, 3(3).Dietrich, R., & Graumann, C. F. (Eds.). (2014). Language processing in social context(Vol. 54). Elsevier.Don, Z. M., Abdullah, M. H., Abdullah, A. C., Lee, B. H., Kaur, K., Pillai, J. and Hooi,M. Y. (2015). English language education reform in Malaysia: The roadmap 2015- 2025. Putrajaya:Ministry of Education.Dunn, L. M. (2007). Bilingual Hispanic Children on the US Mainland: A Review of Research on Their Cognitive, Linguistic, and Scholastic Development. Emphasizing Studies Involvingthe English-and Spanish-Language Versions of the Peabody Picture Vocabulary Test--Revised.Eissa, M. A. (2014). The Effect of a Phonological Awareness Intervention Program on Phonological Memory, Phonological Sensitivity, and Metaphonological Abilities of Preschool Children At-Risk for Reading Disabilities. Online Submission, 3(2), 68-80.Ely, E., Kennedy, M. J., Pullen, P. C., Williams, M. C., & Hirsch, S. E. (2014).Improving instruction of future teachers: A multimedia approach that supports implementation ofevidence-based vocabulary practices. Teaching and Teacher Education, 44, 35-43.Flth, L., Gustafson, S., & Svensson, I. (2017). Phonological awareness training with articulationpromotes early reading development. Education, 137(3), 261-276.Fathman, A. (1975) The relationship between age and second language productive ability.Language Learning 25, 245253.Fathman, A. (1975). The relationship between age and second language productive ability.Language learning, 25(2), 245-253.Fielding-Barnsley, R., & Hay, I. (2012). Comparative effectiveness of phonological awarenessand oral language intervention for children with low emergent literacy skills. AustralianJournal of Language and Literacy, The, 35(3), 271.Flege, J. E., Yeni-Komshian, G. H., & Liu, S. (1999). Age constraints on second-language acquisition. Journal of memory and language, 41(1), 78-104.Flege, J.E., Munro, M. and MacKay, I. (1995a) Effects of age of second-language-learning on the production of English consonants. Speech Communication 16, 126.Flege, J.E., Munro, M. and MacKay, I. (1995b) Factors affecting strength of perceived foreignaccent in a second language. Journal of the Acoustical Society of America 97, 31253134.Flege, J.E., Yeni-Komshian, G. and Liu, S. (1999) Age constraints on second- language learning.Journal of Memory and Language 41, 78104Foorman, B. R., Francis, D. J., Fletcher, J. M., Schatschneider, C., & Mehta, P. (1998). The roleof instruction in learning to read: Preventing reading failure in at-risk children. Journal ofEducational Psychology, 90(1), 37.Frederickson, N., Frith, U., & Reason, R. (1997). Phonological Assessment Battery (manualand test materials). Nfer-Nelson.Gardner, R. C. (1985a). Social psychology and second language learning: The role of attitudes andmotivation. London, England: Edward Arnold.Gass, S. (2002). Interactionist perspectives on second language acquisition. In The Oxfordhandbook of applied linguistics.Gass, S. M. (2017). Input, interaction, and the second language learner. Routledge. Gass, S. M.(2017). Input, interaction, and the second language learner. Routledge.Gass, S. M., & Mackey, A. (2013). Stimulated recall methodology in second languageresearch. Routledge.Gass, S. M., Mackey, A., & Pica, T. (1998). The role of input and interaction in second languageacquisition introduction to the special issue. The modern language journal, 82(3), 299-307.Gass, S., Selinker, L. (2008). Second Language Acquisition: An Introductory Course.New York, NY: Routledge. ISBN 978-0-8058-5497-9Gedik, N., Hanci-Karademirci, A., Kursun, E., & Cagiltay, K. (2012). Key instructional designissues in a cellular phone-based mobile learning project. Computers & Education, 58(4), 1149-1159.Gilakjani, A. P., & Ahmadi, M. R. (2011). A study of factors affecting EFL learners' Englishlistening comprehension and the strategies for improvement. Journal of Language Teaching andresearch, 2(5), 977.Gill, S. K., & Kirkpatrick, A. (2013). English in Asian and European Higher Education. In C. A.Chapelle (Ed.), The Encyclopedianof Applied Linguistics: Blackwell Publishing Ltd.Gill, S. K., & Kirkpatrick, A. (2013). English in Asian and European Higher Education. In C. A.Chapelle (Ed.), The Encyclopedianof Applied Linguistics: Blackwell Publishing Ltd.Gillon GT., Phonological awareness: From research to practice, 2004NewYorkGuilford PressGillon, G. T. (2005). Phonological awareness. Language, Speech, and Hearing Servicesin Schools.Gillon, G. T. (2005). Phonological awareness. Language, Speech, and Hearing Servicesin Schools.Goh, C. C. (2000). A cognitive perspective on language learners' listeningcomprehension problems. System, 28(1), 55-75.Goldsworthy, C. L. (1998). Thesourcebook of phonological awareness activities children'sclassic literature. San Di-ego: SingularPublishing Group.Gollwitzer, P. M., & Bargh, J. A. (Eds.). (1996). The psychology of action: Linking cognition andmotivation to behavior. Guilford Press.Goswami, U., & Bryant, P. (2016). Phonological skills and learning to read. Routledge.Gottardo, A., Stanovich, K. E., & Siegel, L. S. (1996). The relationships between phonologicalsensitivity, syntactic processing, and verbal working memory inthe reading performance of third-grade children. Journal of Experimental Child Psychology, 63(3),563-582.Government of Malaysia (GoM) (1996). Vision 2020. Kuala Lumpur: ISIS Malaysia.Government of Malaysia (GoM) (2001). Eighth Malaysia Plan 2001-2005. Putrajaya:Economic Planning Unit.Government of Malaysia (GoM) (2012). Malaysia Education Blueprint: 2013-2025.Putrajaya: Economic Planning Unit.Government of Malaysia (GoM) (2016). Strategy Paper 10: Transforming Education System, 1-36.Putrajaya: Economic Planning Unit. Retrieved February 25, 2016 fromhttp://www.rmk11.epu.gov.my/pdf/strategy-paper/StrategyGrabe, M. and C. Grabe. 2007. Integrating technology for meaningful learning. 5th ed.Boston, NY: Houghton Mifflin.Hatcher, P. J., Goetz, K., Snowling, M. J., Hulme, C., Gibbs, S., & Smith, G. (2006). Evidence forthe effectiveness of the Early Literacy Support programme. BritishJournal of Educational Psychology, 76(2), 351-367.Hatcher, P. J., Hulme, C., & Ellis, A. W. (1994). Ameliorating early reading failure byintegrating the teaching of reading and phonological skills: The phonological linkage hypothesis.Child development, 65(1), 41-57.Hazita, A. (2006). English language in rural Malaysia: Situating global literacies in localpractices. 3L: The Southeast Asian Journal of English Language Studies. Vol. 11, 99-119.Heroman, C., & Jones, C. (2004). Literacy: The creative curriculum approach.Teaching Strategies.Hirsh-Pasek, K., Golinkoff, R. M., Berk, L. E., & Singer, D. (2009). A mandate for playful learning in preschool: Applying the scientific evidence. Oxford University Press.Hirst, P., Thompson, G., & Bromley, S. (2015). Globalization in question. John Wiley & Sons.Hoover, W. A., & Tunmer, W. E. (1993). The components of reading. Reading acquisitionprocesses, 4.Houston, H. G., & McClelland, R. J. (1985). Age and gender contributions tointersubject variability of the auditory brainstem potentials. Biological psychiatry,20(4), 419-430.Huang, S. C. (2008). Assessing motivation and learning strategies using the motivated strategies for learning questionnaire in a foreign language learning context. SocialBehavior and Personality: an international journal, 36(4), 529- 534.Hulme, C., Hatcher, P. J., Nation, K., Brown, A., Adams, J., & Stuart, G. (2002).Phoneme awareness is a better predictor of early reading skill than onset-rime awareness. Journalof experimental child psychology, 82(1), 2-28.Hulme, C., Snowling, M., Caravolas, M., & Carroll, J. (2005). Phonological skills are (probably)one cause of success in learning to read: A comment on Castles and Coltheart. Scientific studies ofreading, 9(4), 351-365.Hummel, K. M. (2013). Introducing second language acquisition: Perspectives and practices.John Wiley & Sons.Hurford, D. P., Darrow, L. J., Edwards, T. L., Howerton, C. J., Mote, C. R., Schauf, J. D., &Coffey, P. (1993). An examination of phonemic processing abilities in children during theirfirst-grade year. Journal of Learning Disabilities, 26(3), 167-177.Hyltenstam, K. and Abrahamsson, N. (2003) Maturational constraints in SLA. In C. Doughty and M.Long (eds) Handbook of Second Language Acquisition (pp. 539588). Malden, MA: Blackwell.Hyltenstam, K., & Abrahamsson, N. (2003). Maturational constraints in SLA. The handbook ofsecond language acquisition, 538-588.?nal, S., Evin, ?., & SARACO?LU, A. S. (2005). THE RELATION BETWEEN STUDENTSATTITUDES TOWARD FOREIGN LANGUAGE AND FOREIGN LANGUAGE ACHIEVEMENT.Inozu, J. (2011). Beliefs about foreign language learning among students training to teach Englishas a foreign language. Social Behavior and Personality: an international journal, 39(5),645-653.Ipek, H. (2009). Comparing and Contrasting First and Second Language Acquisition: Implications forLanguage Teachers. English Language Teaching, 2(2), 155-163.Izawa, C. (Ed.). (1999). On human memory evolution, progress, and reflections on the30th anniversary of the Atkinson-Shiffrin model. Mahwah, N.J.: Mahwah, N.J. : Lawrence ErlbaumAssociates.Jenkins, L. N., & Demaray, M. K. (2015). An investigation of relations among academicenablers and reading outcomes. Psychology in the Schools, 52(4), 379-389.Jia, G., Aaronson, D. and Wu, Y. (2002) Long-term language attainment of bilingual immigrants:Predictive variables and language group differences. Applied Psycholinguistics 23, 599621.John, L., Ehow, C. 2011. Factors Affecting Quality of English Language Teaching and Learning. Retrieved from http://www.ehow.com/info_8040040_factors-englishlanguage-teaching-learning.html. Retrieved 8th August 12, 2017Johnson, D. W., Johnson, R. T., Roseth, C., & Shin, T. S. (2014). The relationship betweenmotivation and achievement in interdependent situations. Journal of Applied Social Psychology,44(9), 622-633.Johnson, J. and Newport, E. (1989) Critical period effects in second language learning: Theinfluence of maturational state on the acquisition of English as a second language. CognitivePsychology 21, 6099.Johnson, J. S., & Newport, E. L. (1989). Critical period effects in second language learning: Theinfluence of maturational state on the acquisition of English as a second language. Cognitivepsychology, 21(1), 60-99.K. Booth. (2007). Theory of World Security. Cambridge University Press.Kennedy, M. J., Driver, M. K., Pullen, P. C., Ely, E., & Cole, M. T. (2013). Improving teachercandidates' knowledge of phonological awareness: A multimedia approach. Computers &Education, 64, 42-51.Khattab, N. (2014) How and when do educational aspirations, expectations and achievementalign? Sociological Research Online, 17 (4), 7.Klingner, J. K., Artiles, A. J., & Barletta, L. M. (2006). English language learners who strugglewith reading: Language acquisition or LD?. Journal of Learning Disabilities, 39(2), 108-128.Krashen, S. D. (1976). Formal and informal linguistic environments in languageacquisition and language learning. Tesol Quarterly, 157-168.Lai, Y. S., Tsai, H. H., Yu, P. T., & Hsu, J. M. (2007, April). A multimedia learning system usinghmms to improve phonemic awareness for english pronunciation. In 2007 International Conference onMultimedia and Ubiquitous Engineering (MUE'07) (pp. 1064-1069). IEEE.Leong, C. K. (1991). From phonemic awareness to phonological processing to language access inchildren developing reading proficiency. In Phonological awareness in reading (pp. 217-254).Springer, New York, NY.Lev Vygotsky, L.S. (1962). Thought and language. Cambridge, MA: MIT Press. (Original workpublished 1934)Levy, M., & Stockwell, G. (2013). CALL dimensions: Options and issues in computer- assistedlanguage learning. Routledge.Li, P., & Pan, G. (2009). The Relationship between Motivation and Achievement--A Survey of theStudy Motivation of English Majors in Qingdao Agricultural University. English LanguageTeaching, 2(1), 123-128.Lightbown, P. M. (2001). Input filters in second language acquisition. EUROSLAyearbook, 1(1), 79-97.Liu, M., Moore, Z., Graham, L., & Lee, S. (2002). A look at the research on computer-based technology use in second language learning: A review of the literature from 19902000.Journal of research on technology in education, 34(3), 250- 273.Logan, J. A., Schatschneider, C., & Wagner, R. K. (2011). Rapid serial naming and reading ability:The role of lexical access. Reading and Writing, 24(1), 1-25.Lomax, R., & Li, J. (2013, July 19). Correlational research. Retrieved from 224http://www.education.com/reference/article/correlational-research/#D\Long, M. H. (1981). Input, interaction, and second?language acquisition. Annals of the New Yorkacademy of sciences, 379(1), 259-278.Lonigan C, Burgess S, Anthony J, Barker T. Development of phonological sensitivity in 2- to5-year-old children, Journal of Educational Psychology , 1998, vol. 90 (pg. 294-311)doi:10.1037/0022-0663.90.2.294Low, F. (1994). Computer-based Concordancing Courseware for Developing VocabularySkills in the ESL Class (Doctoral dissertation, Universiti Pertanian Malaysia).M. Alessi, S & Trollip, Stanley. (2001). Multimedia for Learning: Methods andDevelopment.Macaruso, P., Hook, P. E., & McCabe, R. (2006). The efficacy of computer?basedsupplementary phonics programs for advancing reading skills in at?risk elementarystudents. Journal of Research in Reading, 29(2), 162-172.Malaysia. Ministry of Education. (2015). Malaysia Education Blueprint 2015-2025 (HigherEducation). Ministry of Education Malaysia.Malaysian Journal of Distance Education 17(1), 4163 (2015) Penerbit Universiti Sains Malaysia,2015 The Effect of Computer Mediated Instruction (CMI) on the Motivation and Achievement ofScience Students in Mainstream Zone Education Prioritaire (ZEP) Schools Anuradha GungadeenMauritius Institute of Education, Mauritius anugungadeen@gmail.comMargaret Gatavi Njeru1, 2013. Dialect and the Learning of English as a Second Languagein Kenya, English Linguistics Research Vol. 2, No. 1; 2013. Online Published: May 28, 2013:http://dx.doi.org/10.5430/elr.v2n1p128Martin, M. E., & Byrne, B. (2002). Teaching children to recognise rhyme does not directly promote phonemic awareness. British Journal of Educational Psychology, 72(4), 561-572.Marzban, A. (2011). Improvement of reading comprehension through computer- assistedlanguage learning in Iranian intermediate EFL students. Procedia Computer Science, 3, 3-10.Masgoret, A. M., & Gardner, R. C. (2003). Attitudes, motivation, and second language learning: Ameta?analysis of studies conducted by Gardner and associates. Languagelearning, 53(S1), 167-210.Mayer, R. E. 2002. Cognitive theory and the design of multimedia instruction: Anexample of the two-way street between cognition and instruction. New Directions forTeaching and Learning (89): 5571. . 2001. A cognitive theory of multimedia learning. InMultimedia learning, 4162. New York: Cambridge University Press.McBride-Chang, C., Bialystok, E., Chong, K. K., & Li, Y. (2004). Levels of phonologicalawareness in three cultures. Journal of experimental childpsychology, 89(2), 93-111.McCardle, P., Scarborough, H. S., & Catts, H. W. (2001). Predicting, explaining, andpreventing children's reading difficulties. Learning Disabilities Research & Practice, 16(4),230-239.McLoughlin, C., & Oliver, R. (1998). Maximising the language and learning link in computer learning environments. British Journal of Educational Technology, 29(2),125-136.McMurray, S. (2013). An evaluation of the use of Lexia Reading software with children in Year 3,Northern Ireland (6?to 7?year olds). Journal of Research in Special Educational Needs, 13(1),15-25.McMurray, S. (2013). An evaluation of the use of Lexia Reading software with children in Year 3,Northern Ireland (6?to 7?year olds). Journal of Research in Special Educational Needs, 13(1),15-25.Mielonen, A., & Paterson, W. (2009). Developing literacy through play. Journal of Inquiryand Action in Education, 3(1), 2.Mills, J. S., & Blankstein, K. R. (2000). Perfectionism, intrinsic vs extrinsic motivation, andmotivated strategies for learning: A multidimensional analysis of university students. Personalityand Individual Differences, 29(6), 1191-1204.Ministry of Education Malaysia. (2015). English language education reform in Malaysia: The roadmap 2015-2025. (M. Orey, Ed.). Putrajaya: English Language Standards andQuality Council, Ministry of Education Malaysia.Mirzajani, H., Bayekolaei, M. D., Kookandeh, M. R., Razaee, S.S., Kamalifar, A. A. and Shani, H. R.(2016). Smart schools an innovation in Education: Malaysias experience. Asian Journal of Educationand Training. Vol. 2(1), 11-15.Moats, L. (2009). Knowledge foundations for teaching reading and spelling. Reading and Writing,22(4), 379-399.Molenda, M. (2015). In search of the elusive ADDIE model. Performance Improvement, 54(2), 40-42.Molenda, M., Reigeluth, C. M., & Nelson, L. M. (2003). Instructional design. In L. Nadel (Ed.), Encyclopedia of Cognitive Science, Hoboken, NJ: Wiley. Retrieved fromhttp://search.credoreference.com/content/entry/wileycs/instruc tional_design/0Moyer, A. (1999) Ultimate attainment in L2 phonology: The critical factors of age, motivation andinstruction. Studies in Second Language Acquisition 21, 81108.Moyer, A. (2004a) Age, Accent and Experience in Second Language Acquisition. AnIntegrated Approach to Critical Period Inquiry. Clevedon: Multilingual Matters.Moyer, A. (2004b) Accounting for context and experience in German (L2) language acquisition: A critical review ofthe research. Journal of Multilingual and Multicultural Development 25, 4161.Moyer, A. (2005) Formal and informal experiential realms in German as a foreignlanguage: A preliminary investigation. Foreign Language Annals 28, 377387.Moyer, A. (2006) Language contact and confidence in L2 listening comprehension: A pilot study of advanced learnersof German. Foreign Language Annals 39, 255275.Moyer, A. (2008) An investigation of experience in L2 phonology: Does quality matter more thanquantity? Unpublished manuscript, University of Maryland at College Park.Moyer, A. (2014). What; s age got to do with it? Accounting for individual factors in second language accent. Studies in Second Language Learning andTeaching, 4(3), 443-464.Muho, A., & Kurani, A. (2014). The role of interaction in second languageacquisition. European Scientific Journal, ESJ, 16.Munro, M. and Mann, V. (2005) Age of immersion as predictor of foreign accent.Applied Psycholinguistics 26, 311341.Munro, M., & Mann, V. (2005). Age of immersion as a predictor of foreign accent.Applied Psycholinguistics, 26(3), 311-341.Murchison, C. (1935). A handbook of social psychology.Musa, N., Khoo, Y. L. and Hazita, A. (2012). Exploring English language learning and teaching inMalaysia. GEMA Online Journal of Language Studies, Special Section. Vol. 12(1), 35-51.Muter, V., Hulme, C., Snowling, M. J., & Stevenson, J. (2004). Phonemes, rimes,vocabulary, and grammatical skills as foundations of early reading development: evidence from alongitudinal study. Developmental psychology, 40(5), 665.Muter, V., Hulme, C., Snowling, M. J., & Stevenson, J. (2004). Phonemes, rimes,vocabulary, and grammatical skills as foundations of early reading development: evidence from alongitudinal study. Developmental psychology, 40(5), 665.National Reading Panel (US), National Institute of Child Health, & HumanDevelopment (US). (2000). Teaching children to read: An evidence-based assessment of thescientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development, National Institutes ofHealth.Nim Park, C., & Son, J. B. (2009). Implementing computer-assisted language learning in the EFLclassroom: Teachers perceptions and perspectives. International Journal of Pedagogies andLearning, 5(2), 80-101.Nor Hashimah Jalaluddin, Norsimah Mat Awal & Kesumawati Abu Bakar (2008). The Mastery of EnglishLanguage among Lower Secondary School Students in Malaysia: A Linguistic Analysis.European Journal of Social Sciences Volume 7, Number 2 (2008)NST, 2017. Thursday, 31 August 2017. https://www.nst.com.myNuttin, Joseph. Future time perspective and motivation: Theory and research method.Psychology Press, 2014.Oroujlou, N., & Vahedi, M. (2011). Motivation, attitude, and languagelearning. Procedia-Social and Behavioral Sciences, 29, 994-1000.Partnership for 21st Century Learning (P21) (2007). Retrieved May 25, 2016 fromhttp://www.p21.orgPatkowski, M. (1980) The sensitive period for the acquisition of syntax in a second language.Language Learning 30, 449472.Patkowski, M. S. (1980). The sensitive period for the acquisition of syntax in a second language 1.Language learning, 30(2), 449-468.Perez, I. R. (2008). Phonemic Awareness: A Step by Step Approach for Success in Early Reading.Rowman & Littlefield Education.Perkins, D. N. (1992). Smart Schools: From Training Memories to Educating Minds.New York: The Free Press.Perloff, R. M. (2016). The dynamics of persuasion: Communication and attitudes in the 21st century.Routledge.Peterson, M. (2010). Computerized games and simulations in computer-assistedlanguage learning: A meta-analysis of research. Simulation & Gaming, 41(1), 72-93Phillips, B. M., Clancy-Menchetti, J., & Lonigan, C. J. (2008). Successful phonologicalawareness instruction with preschool children: Lessons from the classroom.Topics in early childhood special education, 28(1), 3-17.Pica, T. (1996). Second Language Learning through Interaction: MultiplePerspectives. Working Papers in Educational Linguistics, 12(1), 1-22.Pica, T. (2003). Second Language Acquisition: Research and AppliedLinguistics. Working Papers in Educational Linguistics, 18(2), 1-26.Pintrich, P. R. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire(MSLQ).Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learningand achievement. Journal of educational psychology, 92(3), 544.Pintrich, R. R., & DeGroot, E. V. (1990). Motivational and self-regulated learningcomponents of classroom academic performance, Journal of Educational Psychology, 82, 33-40.Piper, D. (1985). Contrastive rhetoric and reading in a second language: Theoretical perspectiveson classroom practice. Canadian Modern Language Review, 42(1), 34-43.Pressley, M., Graham, S., & Harris, K. (2006). The state of educational intervention research asviewed through the lens of literacy intervention. British Journal of Educational Psychology, 76(1),1-19.Puranik, C. S., Lonigan, C. J., & Kim, Y. S. (2011). Contributions of emergent literacy skills toname writing, letter writing, and spelling in preschool children. Early childhood researchquarterly, 26(4), 465-474.Purcell, E. and Suter, R. (1980) Predictors of pronunciation accuracy: A re-examination.Language Learning 30, 271287.Purcell, E. T., & Suter, R. W. (1980). Predictors of pronunciation accuracy: Areexamination. Language learning, 30(2), 271-287.Qi, S., & O'Connor, R. (2000). Comparison of phonological training procedures inkindergarten classrooms. The Journal of Educational Research, 93(4), 226-233.Ranweiler, L. (2004). Preschool readers and writers: Early literacy strategies forteachers. High/Scope Press.Rasinski, T. V. (2017). Readers who struggle: why many struggle and a modest proposalfor improving their reading. The Reading Teacher, 70(5), 519-524.Reeve, C. L., Bonaccio, S., & Winford, E. C. (2014). Cognitive ability, exam-related emotions and exam performance: A field study in a college setting.Contemporary Educational Psychology, 39(2), 124-133.Reeve, J. (2008). Understanding Motivation and Emotion (5th ed.). London: John Wiley &Sons, Inc.Reeve, J., Ryan, R. M., Deci, E. L., & Jang, H. (2008). Understanding and promoting autonomous self-regulation: A self-determination theory perspective. Motivationand self-regulated learning: Theory, research, and applications, 223-244.Rehman, A., Bilal, H., Sheikh, A., Bibi, N., & Nawaz, A. (2014). The role of motivation inlearning English language for Pakistani learners. International Journal of Humanities andSocial Science, 4(1), 254-258.Reid, D. K., Hresko, W. P., & Hammill, D. D. (2001). TERA-3: Test of Early Reading Ability. Pro-Ed.Richgels, D. J. (1995). Invented spelling ability and printed word learning inkindergarten. Reading Research Quarterly, 96-109.Rizwan, M., Tariq, M., Hassan, R., & Sultan, A. (2014). A comparative analysis of thefactors effecting the employee motivation and employee performance in Pakistan.International Journal of Human Resource Studies, 4(3), 35.Roberts, G., Torgesen, J. K., Boardman, A., & Scammacca, N. (2008). Evidence?based strategies for reading instruction of older students with learning disabilities. LearningDisabilities Research & Practice, 23(2), 63-69.Robinson, M., Galaczi, E. D., Docherty, C., King, A., & Khalifa, H. (2014). Supporting nationaleducation reform: the Cambridge Malaysia baseline project. Research Notes, (58), 40-43.Rotgans, J. I., & Schmidt, H. G. (2010). The Motivated Strategies for LearningQuestionnaire: A Measure for Students' General Motivational Beliefs and Learning Strategies?. Asia-Pacific Education Researcher (De La Salle University Manila), 19(2).Roy D. Pea. The Social and Technological Dimensions of Scaffolding and RelatedTheoretical Concepts for Learning, Education, and Human Activity. The Journal of theLearning Sciences, 2004, 13(3), pp.423-451.Saine, N. L., Lerkkanen, M. K., Ahonen, T., Tolvanen, A., & Lyytinen, H. (2011).Computer?assisted remedial reading intervention for school beginners at risk for readingdisability. Child development, 82(3), 1013-1028.Saville-Troike, M., & Barto, K. (2016). Introducing second language acquisition.Cambridge University Press.Schatschneider C, Francis DJ, Foorman BR, Fletcher JM, Mehta P. The dimensionality of phonologicalawareness: An application of item response theory, Journal of Educational Psychology, 1999, vol. 91 (pg. 439-449) doi:10.1037/0022-0663.91.3.439Schatschneider, C., Carlson, C. D., Francis, D. J., Foorman, B. R., & Fletcher, J. M. (2002).Relationship of rapid automatized naming and phonological awareness in early reading development: Implications for the double-deficit hypothesis. Journal of learningdisabilities, 35(3), 245-256.Schatschneider, C., Francis, D. J., Foorman, B. R., Fletcher, J. M., & Mehta, P. (1999). Thedimensionality of phonological awareness: an application of item response theory. Journal ofEducational Psychology, 91(3), 439.Schmitz, S. (2011). The development of phonological awareness in young children: Examining theeffectiveness of a phonological awareness program.Schneider, W., Roth, E., & Ennemoser, M. (2000). Training phonological skills and letter knowledgein children at risk for dyslexia: A comparison of three kindergarten interventionprograms. Journal of Educational Psychology, 92(2), 284.Schuele, C. M., & Boudreau, D. (2008). Phonological awareness intervention: Beyond the basics.Language, Speech, and Hearing Services in Schools.Schumann, J. H. (1994). Where is cognition?: Emotion and cognition in second languageacquisition. Studies in second language acquisition, 16(2), 231-242.Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: Theory, research,and applications.Segers, E., & Verhoeven, L. (2005). Long?term effects of computer training ofphonological awareness in kindergarten. Journal of computer assisted learning, 21(1),17-27.Shamir, A., & Shlafer, I. (2011). E-books effectiveness in promoting phonologicalawareness and concept about print: A comparison between children at risk forlearning disabilities and typically developing kindergarteners. Computers &Education, 57(3), 1989-1997.Siok, W. T., & Fletcher, P. (2001). The role of phonological awareness and visual- orthographic skills in Chinese reading acquisition. Developmental psychology, 37(6), 886.Smith, L. J. (2009). Motivation and long-term language achievement: Understanding motivation topersist in foreign language learning (Doctoral dissertation).Snyder, L. S., & Downey, D. M. (1995). Serial rapid naming skills in children with readingdisabilities. Annals of Dyslexia, 45(1), 29-49.Spencer, E. J., Schuele, C. M., Guillot, K. M., & Lee, M. W. (2008). Phonemicawareness skill of speech-language pathologists and other educators. Language, Speech, and HearingServices in Schools.Stackhouse, J., Pascoe, M. & Gardner, H. (2009). Intervention for a child withpersisting speech and literacy difficulties: A psycholinguistic approach.International Journal of Speech-Language Pathology. 8. 231-244.10.1080/14417040600861029.Stackhouse, J., Pascoe, M., & Gardner, H. (2006). Intervention for a child withpersisting speech and literacydifficulties: A psycholinguisticapproach. Advances in Speech Language Pathology, 8(3), 231-244.Stahl SA, Murray BA. Defining phonological awareness and its relationship to early reading,Journal of Educational Psychology, 1994, vol. 86 (pg. 221-234)doi:10.1037/0022-0663.86.2.221Stahl, S. A., & Murray, B. A. (1994). Defining phonological awareness and itsrelationship to early reading. Journal of educational Psychology, 86(2), 221.Stephen, R., & Anthony, B. (2002). Hierarchical linear models. Sage Publications, ThousandOaks, CA.Sternberg, R. J., & Williams, W. M. (2010). Educational Psychology (2?? ed.). Upper Saddle River,New Jersey: Pearson Education.Storch, S. A., & Whitehurst, G. J. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental psychology, 38(6), 934.Thirusanku, J., & Melor, M. Y. (2012). The many faces of Malaysian English.International Scholarly Research Network. doi: 10.5402/2012/138982Thirusanku, J., & Melor, M. Y. (2012). The many faces of Malaysian English.International Scholarly Research Network. doi: 10.5402/2012/138982Thompson, I. (1991) Foreign accents revisited: The English pronunciation of Russianimmigrants. Language Learning 41, 177204.Torgesen, J. K. (1998). Catch Them Before They Fall Identification and Assessment to Prevent.American educator.Torgesen, J. K., Morgan, S. T., & Davis, C. (1992). Effects of two types of phonological awarenesstraining on word learning in kindergarten children. Journal of Educational psychology,84(3), 364.Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Burgess, S., & Hecht, S. (1997).Contributions of phonological awareness and rapid automatic naming ability to the growth ofword-reading skills in second-to fifth-grade children. Scientific studies of reading, 1(2),161-185.Treiman, R. (2006). Knowledge about letters as a foundation for reading andspelling. Handbook of orthography and literacy, 35, 581-599.Tuan*, H. L., Chin, C. C., & Shieh, S. H. (2005). The development of a questionnaireto measure students' motivation towards science learning. International journal of scienceeducation, 27(6), 639-654.Vallerand, R. J., & Losier, G. F. (1999). An integrative analysis of intrinsic andextrinsic motivation in sport. Journal of applied sport psychology, 11(1), 142- 169.Vaughn, S., & Linan-Thompson, S. (2004). Research-based methods of reading instruction,grades K-3. Alexandria, VA: Association for Supervision and Curriculum Development.Veronica, A. C. S. (2013). Motivation in language learning. University of Oradea, 557- 562.Vygotsky, L.S. (1978). Mind in Society: The development of higher psychologicalprocesses. Cambridge, MA: Harvard University Press.Wagner, R. K., & Torgesen, J. K. (1987). The nature of phonological processing and its causal rolein the acquisition of reading skills. Psychological bulletin, 101(2), 192.Wagner, R. K., Torgesen, J. K., Laughon, P., Simmons, K., & Rashotte, C. A. (1993). Development ofyoung readers' phonological processing abilities. Journal of educational psychology, 85(1),83.Wang, B. (2009). Motivation and language learning. Asian Social Science, 5(1), 98-100. Warschauer,M., & Meskill, C. (2000). Technology and second language teaching. Handbook ofundergraduate second language education, 15, 303-318.Wasik, B. A. (2001). Phonemic awareness and young children. Childhood Education,77(3), 128-133.Watcharapunyawong, S., & Usaha, S. (2013). Thai EFL Students' Writing Errors in Different Text Types: The Interference of the First Language. English Language Teaching, 6(1), 67-78.Weiner, A. B. (1992). Inalienable possessions: the paradox of keeping-while giving.Univ of California Press.Wilson, A. M., & Lesaux, N. K. (2001). Persistence of phonological processing deficits in college students with dyslexia who have age-appropriate reading skills. Journal of learningdisabilities, 34(5), 394-400.Wimolmas, R. (2013). A survey study of motivation in English language learning of first yearundergraduate students at Sirindhorn International Institute of Technology (SIIT),Thammasat University. Language Institute, Thammasat University.Wise, N., & Chen, X. (2015). Early intervention for struggling readers in grade one French immersion. The Canadian Modern Language Review/La revue canadienne des langues vivantes,71(3), 288-306.Wolgemuth, J. R., Savage, R., Helmer, J., Lea, T., Harper, H., Chalkit, K., ... & Abrami,P. (2011). Using computer-based instruction to improve Indigenous early literacy in Northern Australia: A quasi-experimental study. Australasian Journal of EducationalTechnology, 27(4), 727.Yaw, J. S., Skinner, C. H., Parkhurst, J., Taylor, C. M., Booher, J., & Chambers, K. (2011). Extending research on a computer-based sight-word reading intervention to a studentwith autism. Journal of Behavioral Education, 20(1),44-54.Yu, J., Hu, S., Wang, J., Wong, G. K. S., Li, S., Liu, B., ... & Cao, M. (2002). A draftsequence of the rice genome (Oryza sativa L. ssp. indica). science, 296(5565),79-92.

The effect of CM-PSS training towards the phonological awareness among ESL learners

Similar Items