Luận văn an evaluation of the application of phonics software in an english course for children at thinh quang primary school

UNTVERSITY, HANOT UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST — GRADUATE STUDIES: DINH THI HONG VAN AN EVALUATION OF THE APPLICATION OF PHONICS SOFTWARE TN AN ENGLI

VIETNAM NATIONAT UNTVERSITY, HANOT UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES

FACULTY OF POST — GRADUATE STUDIES:

DINH THI HONG VAN

AN EVALUATION OF THE APPLICATION OF PHONICS SOFTWARE

TN AN ENGLISH COURSE FOR CHILDREN AT THINH QUANG

PRIMARY SCHOOL Đảnh giá việc ứng dụng phan mém tiéng Anh Phonics déi vii khoa hoc tiéng Anh

cũa học sinh tại trường tiéu bọc Thịnh Quang

M.A MINOR THESI

Field: English Teaching Methodology

Code: 601410

Hanoi — 2010

VIETNAM NATIONAL URNIVERSITY, HANOL UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES

FACULTY OF POST — GRADUATE STUDIES:

Pereetereetertere?

DỈÌNH THỊ HỎNG VÂN

AN EVALUATION OF THE APPLICATION OF PHONICS SOFTWARE

LN AN ENGLISH COURSE FOR CHILDREN AT THLNH QUANG

PRIMARY SCIIGOL

Đánh giá việc ứng dung phẫu mẫm tiếng Anh Phonics đổi với khóa học tiếng Anh

cũa học sinh tại trường tiểu học Thịnh Quang

M.A MINOR THEST:

Field: English Teaching Methodology

Code: 601410

Supervisor: Phing Ha Thanh, M Ed

Hanoi - 2010

Introduction and rationale for the study

Aims and objectives of the study

Research questions

Scope of the study

Methods of the study

Significance of the study

a Organization of the study

PART U- DEVELOPMENT

CHAPTER 1: LITERATURE REVIEW

1 1 CALL Models in Language teaching and learning

1.2 Motivation and (he Young — Learner

1.2.1 Definiton of Motivation

12.2, The Young-Learner

13 instructional design

1.3.1, Instructional design and Motivation

1.3.2 Keller's ARCS Model

1.3.3 Motivation Instrument

1.4 Researches on ARCS

CHAPTER 2: THE DESIGN OF PHONICS AND AN OVERVIEW OF THE

USE OF PIONICS at TITNT QUANG PRIMARY SCHIOOL,

2.1 The design of Phonics

2.1.1 Phonics structure

2.4.2 Guided teaching techniques

2.2 An overview of the use of Phonics at Thinh Quang primary school

2.2.1 the origin of Phonics

2.3.2 The context of Thinh Quang school

CHAPTER 3: METHODOLOGY

43.1 Research design

3.2 Participants of the study

3.3 Data collcction

3.3.1, Data collection instrument

3.3.2 Dala collection procedure

Instructional System Design Course Interest Survey

Instructional Materials Motivation Survey

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LIST OF TABLES AND CIHLARTS

Table4—1 _ | Frequencies of Participants Conceming their Ages 26 Table 1-2 _ | Statistics of the ARCS Sub-Scores on IMMS 2 Table 1-3 _ | Statistics for the “Attention” Sub-scores on the TIMMS 28 Table 4 - 4 | Slatistics for thế “Relevance” Sub-Scores on the TMMS 32 Table 4-5 _ | Statistics for the “Confidenec” Sub-Scores on the IMMS 35 Table 4-6 _ | Statistics for the “Satisfaction” Sub-Scores on the IMMS 38 Chart 4-1 | Percentage and Number of respondents Item #7 29 Chart 4-2 _ | Percentage and Number of respondents — Item #9 30 Chart 4-3 _ | Percentage and Number of respondents — Item #18 31 Chart4-4 _ | Percentage and Number of respondents — Item #27 33 Chat 4-5 — | Percentage and Number of respondents — Tem #5 34 Charl 4-6 — | Percentage and Number of respondents — Hem E3 36 Chart 4-7 | Percentage and Number of respondents Item 76 37 Chart 4-8 | Percentage and Number of respondents Item 728 37

PART 1L- INTRODUCTION

1 Introduction and rationale of the study

‘The 21% century has witnessed the rapid development of information technology and its

impacts on every aspool of our social Tife in which od

teaching and learning in particular have been strongly affacted It cam be said that ICT has been applied in many teachers” lectures to bring fimn and interest to students in English classes

lion in general amd foreign Tangung:

Ahead the trend of integyation and development of technology, recognizing the benefit of ICT,

at the beginning of the year 2009, Thinh Quang primary school started using Phonics — an English software - in English (caching and Icarning with the belief that Phonies would lay the foundation to improve English language learning among children and create the environment for children practice English from the early age

It Hes in the fret thal Phonics is ø newbom English program nppHed in some schools in Vietnam inchiding Thinh Quang primary school This program is also the novel practice of Phonics at Thinh Qnang It is partly for this deep-rooted reason that the researcher decided to conduct the study to the extent the application of Phonics software brings about children’s motivation, The researcher hold the belief that through the evaluation of the application of Phonics there would bring insights into the changes of teaching practices among teachers to better it, and dasic premise for the achninistralors in considering using this soflwarc Specifically, the study is of “An evaluation of the application of Phonics software in an English course for children at Thinh Quang primary school.”

2 Aims and objectives of the Study

‘The study aims to evaluate the application of Phonies software based on the motivation created on the part of childien in an English course at Think Quang primary sctwol

Hence, it is expected to achieve the four following objectives:

"

First, to investigate whether Phonics holds children attention

Second, to find out the relevance of the application of Phonics to the children level

Third, to investigate if the application of Phonics brings children’s confidence in Jeaming English at class

Last, to reveal children’s satisfaction to the application of Phonics in the English course

To whal extent does Phonics hold children atlention?

To what extent is the application relevant to the children?

‘To what extent does Phonics bring about children’s confidence?

To whal extent arc the childron satisfied wilh the application?

4, Scope of the Study

‘The present study operates within the following scapes:

This study is # case study since the instructional design is rostriclod by tho children Regarding to the monitoring of the software, (Galavis, 1998) pointed out that

‘Instead of being a simple holder and provider of knowledge, the teacher will become the guide of students.” The

guider who controls the software leading children through every activity without

her, in Uhis case, dows play the role as the

intervening the content of the software

5 Methods of the Study

Case study was chosen as a research method applying for this study

A questionnaire was used as a main instrument on 14] ehildren of 4 classes including grade 1 and 2 al Thinh Quang primary schaol who hava just finished the first level of ths program — Phonies, ie., level starter, to investigate whether the instructional design brings about

motwation on children based on ARCS model of Keller (1993), including Attention,

Relevance, Confidence and Satisfaction

An interview is then conducisd on some students for clarifying problems arising from the data

6 Significance of the Study

The research, first of all, would provide the researcher herself with further information to validate the new sofware for the children, to see whelher it is a goad one in term of Lhe

motivational factors positively affected through its instructional design

‘The second significance of the study is for the improv:

of English teaching and leaming

al Thinh Quing primary school The research is of greal value for the leachers by providing them a deep overview ftom the extent that the instructional design brings about children’s motivation ‘The teachers then would have hetter adapting in their teaching to better children’s learning

Last but not least significance of the stndy lies in the fact that it can bring the teachers, the

7 Organization of the Study

This study consists of three main parts: introduction, development, and conelusion

‘The introduction presents the rationale, the aims and objectives, research questions, scope, method, sigificance and design of the study,

‘The development comprises three chapters:

- Chapter one Teviews the theorclicat background to the application of CALE in English language teaching with the models of CALL, the relation between motivation and the young-leamer, the relation between instructional design and motivation, the description of Kellor’s ARCS Modst of Motivation and some prominent recon! researches on ARCS of Keller

- Chapter two details the setting of the study in which all the language items displayed in the soflware are specifically defined and the conlext of the stuily arc also deseribed

- Chapter three presents the methodology of the study

- Chapter four is where the data are presented the findings come up with and the implications built upon the basis of the evaluation in the previous chapters

The conclusion, apart from summarizing the main issues so far touched upon in the study, proposes Tecorumerdation for future research

PART H—- DEVELOPMENT CHAPTER 1: LITERATURE REVIEW

this chapter reviews selected literature reflective the potential impact of instructional design

on leamer motivation The chapter considers the popular models of CAT in language

Jeaching and learning and then reviews the relationship between motivation and the young-

learner Next the chapter looks at the principles of instructional design system, including Keller's ARCS Model of Motivation and its Motivation Instrumentation that support the theory of improving learner motivation it then ends by summarizing some prominent ARCS

researches laying the foundation for the present study

1 1 CALL Models in Language teaching and learning

According ta ‘Tayfor (1980, cited in Warschaure (1996), the first model of CALL is computer

as a.tulor, adopting the role of the (cacher He explained that the computer serves us a vehicle for delivering instructional materials to the student Many of the early CALL exercises were drill and practice activities, often focusing on accuracy and fluency The rationale for drill and practice is as follows:

* Repeated exposure to the same material is beneficial or even essential to learning

inchided vocabulary drifls, brief grammar explanations and drills, and translations tests at various intervals,

In addition to computer as tutor, according to Taylor & Perez (1989) “another CALL model used for communicative activities involves the computer as stimulus” (p 63) In this case, the purpose of the CALL activity is not so nmch as a tutorial itself but to generate analysis, critical thinking, discussion, and writing Software used for these purposes include varions programs

of computer as fool include word processors, spelling and gramunar checkers, desk-top publishing programs, and concordancers

Of course the distinction between these models is not absolute A skill practice program can be used as a conversational stimulus, as a paragraph wrillen by a student on a word processor Likewise, there are a mumber of drill and practice programs which could be used in a more communicative fishion - if, for example, students were assigned to work in pairs or small groups and then compare and discuss (heir answers,

Among the three models offtred by ‘laylor (1980), Phonics software embraced all characteristics as of a tutor This moans that it rojecls the role of the taachar in class by providing the instructional materials itself

1.2 Motivation and the Young - Learner

1.2.1 Detinition of Motivation

Foreign language acquisition theories support the notion that motivation 1s an important factor in foreign language Jearning Despite the widespread recognition of motivation as a contributory faclor to the success in language leaning, defining it is problematic This is a problem because the clarification of a definition is the first step to any further investigation According to Gardner (1985, cited in Dornyei 2001: 49), motivation can be classified with three componenis, including:

(1) motivational intensity

(2) desire 1o learn the language

(3) attitude towards learning the language

Gardner argued that these three components belong together because truly motivated individual displays all three The orientation helps to arouse motivation and then directs it towards a set of goals, either with a strong interpersonal quality or a strone practical quality

From Keller's point of visw, motivation “Tefars to the magnitude and direction of behavior

it refers to the choices people make as to what experience or goals they will approach or avoid, and to the degree of effort they will exert in that respect” (Keller, 1983, p 369) He then adds three underlying assumptions for systematic motivational design as (a) people’s motivations can be influcnced by exlernal events; (6) motivation, in telation to porformamee, is a Tasans

and not an end; and (¢} systematic design and implementation can predictably and measurably influence motivation Put it another way, motivation based on Keller’s definition, is measured

by the amount of effort the student makes in order to attain the instructional goal

As can be inferred from the two definitions of motivation, the core elements in both are the attitude, the effort and experience Since the study focus on instructional design of the software that bring about students’ motivation, the definition of Keller is specific and of referable

* keon and cnthusiastic

© curious and inquisitive

* outspoken

* imaginative and creative

* active and like to move around

© interested in exploration

* lear by doing/hands-on experience

* holistic, natural learners searching for meaningful messages (Milftidur, 2007,

27)

For although they are broad in contexl, these characterislics provide a basic [ramework around which the e-couses can be developed that will enhance young learner motivation to engage

and continue in the courses

Young children are sensitive to the sounds and the rhythm of new languages and they enjoy copying new sounds and pattems of intonation In addition, younger learners are usually less anxious and less inhibited than older learners (Pinter, 2006, cited in Malfridur, 2007)

The above needs and characteristics of young leamers have implications for language instruction ‘The instructional designs should provide a wide range of opportunities for hearing and using (ho language and play should be an active parl of the learning, Tasks should be

meaningful and help children ta make sense of new experiences by relating them to what they already know The use of routine and repetition should be emphasized along with opportunities for interaction and cooperation Finally, encouragement is necessary to maintain

children’s positive atuiludcs, motivation, and sel[-confidence

1.3 Instructional design

1.3.1 Instructional design and Motivation

‘An important characteristic of instructional design highlighted in the literature is the systems approach or Instructional Systems Design (ISD) "Instructional design is cancemed with understanding, improving and applying methods of instrnetion” (Reigchulh, 1983, p 7) Johnson and Johnson (1985), writing on the subject of instructional design, wain against subscribing to the technology fallacy in which the designer focuses on the technology to be used in delivering learning as the mechanism for exciting students to lear, vather Uhan focusing on overall design strategies intended to motivate leamers, The methodology prescribed by the different [SD processes follow many of the same patterns ‘There is an

analysis phase normally included at the oulsct of the process during which the need for a learning intervention is determined During this stage, learner attributes are also assessed as a means of determining the most appropriate instructional process for the learning style of those subjected Io the Isamning intervention ‘This phase is often referred to as a needs assessment or analysis, Rothwell and Kasanas (1992) refer tơ this phase as that which identifies, documents, and justifies gaps between what is valid now and what should be valid for any gaps in Knowledge to be closed The nex! phase normally focuscs on a design fusiotion dough which the intended instructional piece is sculpted This is perhaps the most critical phase of the process because the eventual shape and format of the instructional product is created during the design phase Kofier (1983) points out that during the design phase, conscqucnecs related

to motivation are identified and combined with cognitive techniques to influence the eventual outcome of the instructional process The blending of these two design considerations is

critical Lo both the delivery methodology and to the cducational valuc of the instruction Keller

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emphasizes the need to keep motivational and cognitive aspects of the design process in mind

at all times and not allow influences of efficiency and effectiveness to subsume the overall process

1.3.2 Keller's ARCS Model

Prominently, John Keller is perhaps the most well-known and often quoted author of theories directly related to motivation through instructional design Lle especially addressed the motivational issucs within the instructional context, Kellor's rescarch resulted in the determination of four design categories for which he developed strategies aimed at ensuring the inclusion of saotivation in the ISD process As he claimed ‘the ARCS model includes 4 systematic design process that can be used within typical instructional design and development models (Keller, 1987, p 6) Research applying the model will be discussed in more detail later

in this part, but first it is necessary to describe the four dimensions of Keller’s ARCS model, beginning with Icarner attention

1.3.2.1, Attention

Attention refers to the ability to capture the interest of learners, to pique their curiosity to learn, and to hold their attention (Keller, 1992) Keller (1992) differentiates three types of attention: (1) Perceptual Arousal; (2) Inquiry Arousal, and; (3) Variability

Through Perceptual Arousal (A1), curiosity is piqued to gain the attention of leamers (Keller, 1992) Methods of gaining attention include providing visually appealing graphics or unexpecled actions te caphurs learner interasl Through Inquiry Arousal (A2), this initial perceptual attention can be maintained for greater lengths of time, Methods of sustaining attention include asking challenging or stimulating questions and integrating inductive and problem-solving approaches With either of these types of attention, Variability (A3) is important to prevent learner boredom (with too little variation) or frustration (with too nmch

variation).

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Giagne and Iriscoll (988) đeiail three actions that can be used to enhance learner attention These are:

* vary the appearance or sound of instructional materials,

= use conercls examples for every abstraction that is presented, and

© suprise the learner with novelty and incongruity (p 72)

Keller (1999) added more by noticing that rich graphics, color, and animation, when used appropriately, can help improve learner motivation and performance

1.3.2.2 Relevance

Relevance refers to the connection of the instructional content fo things that are meaningful to the learners One aspect of relevanes is conccmed with ensuring thal learners sco the comection between what they need to know and what new learning opportunities are presented to them Keller (1992) identifies three categories of tactics dealing with relevance: (1) Goal Orientation; (2) Motive Matching, and (3) Familiarity,

Through Goal Orientation (R1), the mstruction is related to leamers’ goals (Keller, 1992) With Motive Matching (22), tacties could include encouraging learners to visualize achieving

a goal, or appealing to personal interests and leaming styles The third of Keller’s (1992) categories of relevance tactics is Familiarity (R3) ‘The premise of this construct is to connect the instruction to the learner's own experiences

Stratcgics suggcsted by Gagné and Driscoll (1988) for assuring instructional relevance include the following:

* ensuring that content relates to the learner's past experience and stored knowledge:

* explaining the present worth of the skills, knowledge, and attitudes being Icared, and

* taking steps to convince the learner of the value of what is leamed for future activities that are valued (p 73)

1.3.2.3 Confidence

Bandura (1997) notes that people who believe they have control over their capacity to affect change in their lives are more effective and successful Confidence refers to these positive expectancies for success by leamers, Keller (1992) presents three methods of instilling confidence in learners: (1} Learning Requirements, (2) Positive Consequences, and (3) Parsoval Responsibility

Learners are informed of the expectations through Learning Requirements (C1) (Keller, 1992)

An obvious lactic is to provide learners with clear learning abjectives and expected outcomes

of the instruetion Posilive Consequences (C2) occur whan loamers ars oballonged arr approptiate amount, Finally, Personal Responsibility (C3) involves ensuring that learners feel that they succeeded due to their ability rather than because the task was too easy, they were lucky, or other external factors played a rele (Keller, 1992)

Gagné and Driscall (1988) suggest the following strategies to promote leamer confidence:

* communicate clear and definite learning objectives;

© sequence successive lessons or learning tasks so that each can be readily

rmastered; and

* permit learners to take an increasing degree of control over the sequence of

Icarning and over (p.74)

1.3.2.4 Satisfaction

Satisfaction refers 1a learners’ positive [eelings about their learning experiences, and it

includes affirmation to leamers that the instructional content was relevant and that they had

Gagné and Driscoll (1988) suggest that attainment of leaner satisfaction is perhaps the easiest

of the ARCS componants to achieve, Satisfaction is allained using feedback to bring about reinforcement, By using a thorough feedback process with many learning iterations, satisfaction with a single learning experience "develops into a self management skill (actually,

a cognitive strategy) that gives support to learner confidence, maintains attention, and the relation of learning activitics to long-term goals" (Gagné & Driscoll, 1988, p 77)

In summary, components of the ARCS model (see ‘Table 1-1) can be addressed with vanons instructional strategies Sound instructional design tactics wilh clear and altainable objective: through chunking of information help direct learners through technology-mediated instruction Opportunities for reality-based practice, games, and simulations help learners remain engaged

throughout the process Customized feedback on practice items helps learners improve Ubeir confidence and knowledge while giving them opportunities to review areas that need clarification All of these components enable an instructional designer to conduct a requisite mmolivational analysis of learners

‘Al Perceptual Arousal | RI Goal CI Leaming SI Intrinsic

‘AZ Inquiry Arousal R2 Motive C2 Positive 82 Extrinsic Rewards

1MMS is a situational measure to identify motivation with specific instructional materials, and

the CIS is a situational moasure lo identify motivalion in a specific course The TMIMS bas been tested extensively for reliability, primarily on undergraduate and graduate students, while

a handful of studies have used the CIS This study, therefore, employs the IMMS as the toot to identify motivation with specific instructional materials of Phonics in an English comrse for children at Thinh Quang primary school

‘The Instructional Materials Motivation Survey (IMMS) is a 36-item survey with a Likert-type

seale (Keller, 1993) It has beon validated in a nomber of studics, primarily with

undergraduate students, Participants are asked to think about each statement in relation to the

instructional materials they have just studied, and lo indicale how true each sialement is The

Relevance, Confidence, Satisfaction) and one for the ARCS total score Ten of the 36 items are reversed

1.3.4, Researches on ARCS

ARCS has been studied in many different environments, including traditional classroom-based instruction, distance learning cuvironments, computer aided instruction, and with roultimedia applications (Visser & Keller, 1990)

Inrecent years, motivation studies have heen undertaken in Turkey that focuses on the ARCS Motivational Design Model In her study, Cetin (2007, cited in Gatrielfs, 2003) examines student achievement and permanence of learning using a computer assisted education software

based on ARCS

In one study, Song (1998) used Keller’s ARCS motivational design model to develop computer-based instruction for middle school students ‘The study involved one control and Iwo experimental groups; all groups recvived different levels of motivation during instruction, The study revealed that the group that received motivationally adaptive instructions had significantly higher levels of attention, relevance, motivation, and effectiveness than those students in the contol group

A eview of the literature reveals that most of the studies related to ARCS are about using the model m ths design and development of motivation in the Iearning process Provided the cmpirical reports on the power of ARCS employing measuring upon students’ motivation are correct ‘he present study aims to help fill this gap by conducting research to evaluate the extent to which the applicalion of Phonics software brings aboul motivation to the children in

an English course at Thinh Quang primary school Obviously, the study employs the ARCS as

the instrument te collect data.

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CHAPTER 2: THE DESIGN OF PHONICS AND AN OVERVIEW OF THE USE OF

PHONICS at THINH QUANG PRIMARY SCHOOL

2.1 The design of Phonics

2.1.1 Phonics structure

Phonics consists of 6 levels, including Starter, Level 1, Level 2, Level 3, Level 4 and Level 5

It was designed with the aim of providing a Standard English environment for children in which they can shape their habit of using English in natural ways At the outset, only children

of 6 and 7 (grade 1 and 2) at Thinh Quang primary school are involved in the course Thus, the

researcher would like to focus on the detail description of the first level for those of grade 1

and 2: Starter Level

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lesson activities which enable children to learn, understand, and apply what is learnt

effectively Each lesson is delivered in 5 periods (35 minutes for each) The children meet

Learn to Listen

Childven will be introduced to the speech palterns and story in this simple conversation between the characters in the scenz The object introduced in the earlier segment is also discussed in this part

Learn to Answer

‘A simple comprehension segment here makes for mteresting question and answer session between children and the teacher, or among children themselves

Learn New Wards

New words together with the object introduced in the Sound segment are introduced here ta ctihance and exposc children to a wider scope of vocabulary, An Action Song is introduced here to encourage children to patticipate and enjoy themselves while learning as well as reinforcing what is learnt

Learn to Talk About .

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A simple dialogue betwssn the characters in the scene on the object introduced earlier In this segment, children will be exposed to the ways of conversations as well as methods and words used in describing things Creativity and thinking skills are also nurtured here with a simple inlroduction of sore general knowledge elements

This is a simple and fim reader for children to indulge in for fim reading, Simple descriptions

of the object introduced makes for a better understanding towards the object

Learn to Speak

Having listened and jeamed the ways of conversation in the earlier segments, children are encouraged to speak in this segrnent Beginning wilh short sentences, children progress from just speaking and answering to asking simple questions as well, to ensure an effective two way communication

Learn to Write

Children will be taught the correct way of writing each letter of the alphabet Guide strokes are provided to ensure the correct sequence and proper way of writing Children will also have fan coloring the objects for cach letter

Learn to Remember

This is a fun session to test and gauge if children have fully understood what the have leat,

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with simple animated flash cards,

Apart from ten sessions, Phonics has a system of songs using for warm up and revising new words, ‘The aim of these is to enhance children’s sense of music, the ability to remember words, pronunciation and to build up their long-ierm memory work, Besides, Phonics songs used in the program are te orzate a joyful and harmony environment for the class which can, tơ some extent, attract children and reduee their stress in learning

2.1.2 Guideil Leaching techniques

Listen and repeat: Children hsten to model and repeat in chorus, groups and individuals

Listen for wanted information: Children listen lo story (2 Loam lo Tisler) and then fearrr

to read again, retell the story and then answer questions related to the content of the story

Questions und answers: Children practice listen and answer the questions in chorus, groups

and individuals

Description: Children imagine that thay are the character and then do the typical actions of

thal character in the Tesson

Role - play: Children play the role of the character and sound like the character or act out the scene of ths story

Back chaining: Use for the long reading sentences to help children practice reading, and sounding ftom the back up

Sing to learn: Children learn news words or words with songs and actions together

Write and draw: Children learn to write by remembering the symbols of the letters and draw

them

2.2, An overview of the use of Phonics at Thinh Quang primary school

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2.2.1 The origin of Phonics

Phonies is an English program applying Standard English (Received Pronunciation) to teach children from different countries in the world, It was studied and designed by a first — leading company providing online learning telbods in Rducation (Uniled Kingdom) The father of the Phonies is Prof Dr Gemy Knowles who is a Linguist, a phonetician and also the author of many English books like Longmans (1987)

Since 2006, advocating the Policy from Ministry of Education, the extonsive English program

is open to all primary schools in Vietmam, As the result, the Phonics program is welcomed and applied in many schools around the country so far

2.2.2, The context of Thinh Quang school

‘Thinh Quang is ons of the pioneers in applying this software in English teaching and leaming

al primary level

‘The program is first delivered to 4 classes which encourage volunteer children ftom grade ons and tho al school, The total mamber of childran joined in Phonics classes is 141 divided inlo 4 sinall classes with the average of 35 studenls cach, Each class was equipped with a large sereen connected to 2 CPU (computer) that would present the content of the lesson The children in U shape-seated wilt follow the guiding from teacher from the screen went, through lesson by lesson The teacher just works as a guider instructs stadents through activities not

intervene the content of the lessons on screen.

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CHAPTER 3: METHODOLOGY

This section begins with a description of the research design and then provides a description

of the subjects involved in the study It then examines the instrumentation, procedures, and

data analysis methods used to conduct the study

3.1 Research design

Altrman (1976) describes a case study as an “instance in action" (in Nunan 1992, p 75) where the researcher usually observes particular characteristics of an individual unit in the context in which it occurs ‘The main aim of case studies 1s to explore what constitutes the life cycle of this emit with a view to establishing gencvalizations abou! the wider population to which it belongs, In the same vein, this study is to evaluate the instructional design of the software to the extent of its possibility to motivate children in an English course in context of Thính Quang primary school

Altman (1976), then suggests that case studies are strong in reality and consequently likely to appeal to practitioners becanse one can generalize ftom a case or from an instance Lo a class, a variety of view points can be made which may offer support to a wealth of diverse interpretations, and Iastly, case study data are usually more accessible than conventional research accounts, and therefore capable of serving multiple audiences (in Nunan, 1992), Asin this sindy, the case is carried out at the contaxd of a primary school with the participation of

141 children from four Phonics classes in the school year of 2009 to 2010

This is a case bel not an action research because in this study the rots of the Isachor is not important The teacher just takes the role of guiding children through each segment or activity without intervening in the content of the lessons at all Furthermore, the researcher herself desires to know and understand the instmnetional design of the course that takes effects on children’s motivation at different groups of children in context of Thinh Quang,

‘This study also cannot be a survey since the researcher just would like to focus on

instructional design of the software not something else Conseqnently the sindy is conducted

in the context of only Thinh Quang primary school

3.2 Participants of the Stuily

The popnitation of the study is 141 children from four Phonics classes; including two classes of grade 1 and 2 classes of grade two that started to learn English with Phonics fiom school year

of 2009 to 2020 All of the children ftom grade 1 and 2 did not learning Linglish before since the primary level has not been required to study English by Ministcy of Education so far English is just obligatory subject to grade 3 upwards, This is the first time the school inlegrated using computer - soflware program to Isach English to children The sludy was camed out at the time the children have just finished the first level of starter of the software program and are going to move to next level next year

In order lo lave enough quanlily of children participate in Ihe sludy, the researcher chose the whole population The sample in the present study was representative of the population in all demographic arsas

3.3 Data collection

3.3.1 Data collection instrument

Phase one: Questionnaire

Instructional Materials Motivation Survey (IMMS)

Reason for choosing the instrument: The instrument is to find out how motivated students are, wore, or expect to be, by a particular couse using particular instructional material The expectation is that the survey can be used with undergraduate and graduate students, adults in norreollogiale soltings, and with sccondary students They am also be used with younger students who have appropriate reading levels With younger students or ones who are not

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sufficiently iterate in English, some of the items may have to be read alond and paraphrased

to relate them to the classroom experiences of the audience (Keller, 1993)

‘The questionnaire for the children slightly adapted from Keller (1993) consisting of 30 closed questions (Likert scale) to result in Ihe exacl number and (he specific information aboul the matter studied It comprises of four categories of Keller (Attention, Relevance, Confidence, and Satisfaction)

The questionnaire contained an introductory scction addressing children demographics followed by second section containing 30 questions that used a Likert-type scale to measure learner molivation Right of the 30 questions were negatively warded lo increase the strength

of the questionnaire,

‘The questionnaire format was developed by Keller (1993) as the Instructional Materials Motivation Survey (MMS) The questions in each questionaire were altered only to the extent needed to fit the lesson structure used in this research There are two versions of the questionnaires of both English and Vietnamese Vor children filly understand the questions,

the questionaire was translalod into Vielnamess and given lo thom after the course

Phase two: A follow — up interview

A follow-up interview was done to clarify children’s individual cormments or explanations on some the reversed items, These reveal their thoughts and feelings conceming, the statements that convey the contradict opinions ‘The interview was done in Vietnamese so they could fully

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‘The questionnaire delivered to 141 children at grade 1 and 2 at Thinh Quang primary school, inchading 45 from grade 1 and 76 fom grade 2 Collecting data from children presents particular difficulties There may be greater variation in comprehension and interpretation of lems than with adults, and (hore may be lapses in conagniration in responding to a long: questionnaire (the instrument had 3 pages of seal items) The administration of the questionmaire was led by the researcher in class, The items were read aloud by the researcher, who monitored the children’ progress in completing the questionnaire, but without influencing

in any way the responses marked She used the black board to cnsurc clear shared understanding of how to respond by marking scale responses This approach provided for cxibility in the time taken lo complete the instrument, and for some explanations to be provided where children bad queries, The researcher administering the questionnaire included observations on individual items of children’s reactions to them when they retumed the completed questionnaire

‘The questionnaire was processed by using the descriptive statistics, finding out the sub-scores and total scores, mean, and standard deviation ‘The data for the evaluation was collected and analyzed by the researcher, After the children finished answering all the questions during 30 minutes, she collected them to analyze

Phase two:

‘The data was processed with the aid of zight students’ interview: 2 fiom each class based on their opinions in the survey questionnaire: A transcript was done first After that, it was also jnlcgrated into the topics and quoted This is aimed al triangulating the data

3.4, Data analysis

‘The questionnaire was scored according to the scoring procedure detailed by Keller (1993) in the guiding score (Appendix C) (some questions were reverse scored) to compute totals for each of the ARCS components and the total score for the questionnaire, For example, each question had five possible responses I the resporident selected a (2) for a particular question,

the question received a scors of two Ifthe question was reversed scared, the (2) would Teoeive

a score of four and a (4) would receive a score or two All questions representing Attention for individual questionnaire were added together and divided by 11, which is the number of questions associated with Attontion in cach questionnaire to arrive af an average Allention seore for thal questionnaire, This process was repeated for the other ARCS eomponeuts for the questionnaire total The result was the scores for each ARCS motivational element As the result, the software is of practical significance if the total point is greater than midpoints of

total

Vor deeper understanding the subscore items of ARCS, the research used SPSS to calculate

1nem, slandard devialion of cach item in cach subscale in ARCS The standard of cach

criterion was set before hand as followings:

« The mean score is used to assess the success of each item based on its range as in IMMS instrament by Keller (1993)

¢ The standard deviation for each item is equal to o lower than 1.5