Assalamu’alaikum Wr.Wb
Welcome
back to my blog J
this time i would like to explain about the method of journal "Technique efficacy when using a student
response system in the reading classroom" by David Kent from Woosong University.
Method
This
study adopted a quasi-experimental research design involving two experimental
groups, each consisting of a cohort of 12 participants enrolled in the same
English language reading course and coming from a purposive sample (Fraenkel,
Wallen, & Hyun, 2012).
Ø Sample
The
sample of this study is all were juniors (third-year students) minoring in
English in Korea with a mean age of 23.58. In terms of first language (L1) and
L2, all participants held a homogeneous background with 12.5 years of L2 study
behind them. Additionally, no difference was found between the two groups’
English proficiency levels as per self-reported Test of English for
International Communication (TOEIC) scores, falling between 605 and 780. Prior
to intervention, none of the participants had previously used the Plickers SRS.
Ø Instruments
All
participants were required to undertake a reading test twice, once before and
once after Plickers-based instruction, in order to measure the development of
their L2 reading abilities throughout the course of research. These reading
tests were conducted during regularly scheduled class times with the same
questions utilized in each pre- and post-test. The reading test passages and
questions were different to the ones covered by the classroom curriculum, but
they shared similar difficulty levels and formatting. They were created using
the exam maker software specifically provided by the publisher to create tests
(with answer keys) for the content covered by the course textbook. Data from
these tests were used to determine the effect on reading skills of the
intervention and to answer Research Question 1.
Ø Effect on Reading Skills
While both groups
did not differ greatly on the pre-test, the independent samples t-test results
indicated a significant difference in the post-test scores between the groups
(t = 2.411, p = .028) with a small effect size (Cohen’s d = 0.16). This
suggests that engaging EFL learners in the development of their reading skills
in a classroom utilizing a peer-interaction technique to promote active
learning does exert a statistically significant effect. However, when compared
to enhancement of L2 reading comprehension using a teacher-interaction
technique, the effectiveness is actually marginal. This result could have been
due to the small sample size. However, other studies utilizing small sample
sizes along with peer-interaction techniques and SRS technology (e.g., Hung,
2017) did demonstrate both statistically significant differences as well as
large effect sizes. So, there is conceivable potential for use of the SRS with
a peer-interaction technique in the reading classroom. Perhaps the experiment
could be scaled up to see if the same results occur. A future study on the use
of the peer-interaction technique using SRS technology could conduct a
comparative analysis between an in-class and a flipped-classroom model. Such a
study could see what findings emerge in EFL reading classroom contexts of
Korea, particularly in light of the positive results from the learner
receptiveness survey.
Thank's, sorry if i have a mistake in this blog.
