원문정보
초록
영어
The aim of this paper is to investigate the influence of using the Interactive Whiteboard on phonemic awareness instruction among EFL first graders. For this study, a word recognition test was used as the research instrument. Pre-test, post-test, and delayed-word recognition were administered to 48 first graders, aged 7 on average, to both the experimental and control groups. The experimental group received the treatment for four weeks using IWB, whereas the control group was taught using the chalkboard. Paired sample t-test, independent sample t-test and one-way ANOVA were employed to analyse the data. The findings showed a significant difference in word recognition test scores in favor of the experimental group test (t = 2.50, p < .05). The mean score of the experimental group was better than that of the control group. The current study proposes some pedagogical implications for curriculum designers and concludes with recommendations and further studies on intervention programs.
목차
Introduction
Literature Review
Phonemic Awareness and Learning to Read
Interactive Whiteboard and Learning to Read
Theoretical Framework
Methods
Sampling
Research Instrument
Research Procedure
Data Analysis
Findings
Pre–word Recognition Tests of the Experiment and Control Groups
The Comparison between the Two Groups in the Word Recognition Pre-tests
The Comparison between the Two Groups in the Word Recognition Posttests
The Results of the Experimental Group in Both Post- and Delayed- Word Recognition Tests
The Results of the Control group in Both Post- and Delayed- Word Recognition Tests
The Results of Both Groups in the Post- and Delayed- Word Recognition Tests
The Results of Experimental, Control, and Delayed Word Recognition Posttest
Discussion
Conclusion
Acknowledgements
The Author
References