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Improving Listening Comprehension among Malay Preschool Children Using …
Improving Listening Comprehension among Malay Preschool Children Using
Digital Stories
Sampling and Instrumentation
50 children participated
Students were divided into two groups
A control group
An experimental group
Two teacehrs
25 students
2 digital stories from BBC
Children were asked to interact during narrating like they were asked to click teh bear or lion to see what happens next
Pre-test and post-test were taken
Validity
Authenticity
Reliability of the stories were considered
The project
Malay pre-school children at the age of 6
suburban school in Penang was chosen
digital story + listening skills among children
This study attempted to examine the effects that digital stories have in improving the understanding of spoken
English by six-year-old Malay pre-school children.
The objectives of the research
To find out if digital stories improve the children’s listening comprehension skills
To verify whether there is a significant difference between the mean scores of the experimental and
control groups in their listening comprehension tests.
Research Questions and hypothesis
Do digital stories improve children’s listening comprehension?
Yes
Is there a difference between the mean scores of the experimental and control
groups in their listening tests?
Yes
Cites concerning the project
Listening
comprehension plays a main role in second language teaching, especially with young learners (Grabielatos, 1995)
Websites for children can offer a range of opportunities to develop foreign language listening (Van Scoter, Ellis & Railsback, 2001)
Tales
and stories are effective and useful listening materials for children (Zevenbergenn & Whitehurst, 2003)
There is not much research on how Internet-based technology contributes to improve children's listening
comprehension (Haddad & Jurich, 2002).
Nearly all of the research on the use of computer-based technology as an instructional tool for second language learning has concentrated on teenagers and adults (Salaberry, 2001; Zhao, 1999).
Interactiveness of DS may help children (Donato, 1994)
Improving listening can also improve reading in children (Biemiller, 2003; Sticht, 2003)
A longer time of exposure to the digital materials would further increase the outcome obtained. (Verdugo and Belmonte 2007)
Literature Review and the methodolgy
Digital stories tend to be visual, interactive and reiterative improving listening skills in children
Internet and technologies utilization is Malaysia is easy so the research was needed
The curriculum for Maslaysian pre-schools allowed teachers to use internet in classes
But teachers were overwhelmed on how to use them appropriately
A quasi-experimental analysis was carried out at a primary school located in suburban Penang
6 weeks analysis + 30 minutes English lesson a week
Four sessions per week different stories from ususal workbook were told by teachers to the control group
No internet based approach was done
English lessons during 4 weeks for experimental groups provided
In two sessions experimental group received the same lessons as control group
Other two sessions were done via digital stories with technology
Using SPSS program a range of statistical analysis were done
A post-test was taken to check the resuls
Findings
T-test was applied
There was no difference in the initial two results
In the pre-test the results were similar
But in post test they differend to the advantage of digitals
Conclusion
There was not significant difference
Digitals outperformed proving the positive impact of DS
There were several reasons for this psotive result ranging from pedagogical experience to the proper utilization of the internet
Clear advantage of DS utilization was seen