3 research outputs found
Computer-assisted instruction: ‘JClic’ as a new pedagogical tool for EFL learners
The present study has a double purpose: firstly, to evaluate the effect of JClic on students' performance in the use of Simple Present Perfect in English and secondly, to establish the impact of the use of JClic on students' engagement and motivation. In other words, this research seeks to find out if student engagement and motivation in the learning process are heightened while using JClic, as a pedagogical tool, to carry out instruction. In this study, the Simple Present Perfect is presented in contrast to Simple Past in order to strengthen students' knowledge and understanding of the two tenses, although only the first one is evaluated as it was more problematic for them (according to the results from the 2nd end of term exam). Furthermore, a description and practice activities, involving the use of both tenses, are presented. In this study, we use mixed methods (quantitative and qualitative), in order to answer the research questions and obtain a better triangulation and complementarity regarding data collection. The findings reveal that the use of the JClic software, as a computer-assisted language-learning (CALL) tool, can increase students' engagement, motivation, and learning achievement. Thus, computer-assisted instruction (CAI) might complement teacher-directed instruction through motivating activities that are helpful to students so as to improve their academic performance. Finally, the results of this study may be useful for English teachers as they can use students' achievement data in order to make instructional decisions to change classroom environment and improve learning
JCLIC as a pedagogical tool to increase students' mastery of 'present perfect simple' in English
Treball final de Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes. Codi: SAP419. Curs acadèmic 2013-2014The purpose of the present study is twofold. Firstly, it attempts to determine whether Jclic
as an instructional tool can improve students' ability in using present perfect simple,
since this is a troublesome form for many English language learners. Secondly, it aims at
identifying the effect of the use of Jclic on student engagement and motivation. In other
words, this investigation seeks to find out if student engagement and intrinsic motivation
in the learning process are heightened while using Jclic to carry out instruction. In this
study, the present perfect simple is presented in contrast to past simple in order to
strengthen students' knowledge and understanding of the two tenses. A description and
practice activities, involving the use of both tenses, are presented. The investigation is
carried out in the 3rd term of the academic year 2013-2014, throughout the teachertraining
programme performed at the High School I.E.S Álvaro Falomir in Almazora
(Castellón). This project has been designed to cover three 55-minute class sessions, with
seventeen students in the 1st Year of Bachillerato (Upper Secondary level). This is a
classroom action research with a quasi-experimental (before-after) design, focused on
studying one problem within a single classroom, and consists of a single cycle of
planning, acting, observing, and reflecting. In addition, in order to obtain a better
triangulation and complementarity regarding data collection, the mixed methods:
quantitative and qualitative are used. The data collection instruments used to measure
student outcomes are: 2nd end-of-term English exam results (as pre-test), 3rd end-of-term
English exam (as post-test), a self-assessment questionnaire (about the Jclic intervention)
and observational field notes. Analysis of the data is undertaken using the Paired Two
Samples Student's T-Test for differences in means, percentage in bar chart for means as a
whole, percentage in pie chart for overall motivation level and Likert scale for motivation
level per questioned item. The results indicate that there is a statistically significant
difference in present perfect usage between the pre-test and post-test scores. In addition,
data analysis reveals that the use of Jclic software, as a computer-assisted language
learning (CALL) tool, can increase students' engagement, motivation, and learning
achievement. Then, computer-assisted instruction (CAI) can complement teacherdirected
instruction by means of intrinsically-motivating activities that are helpful to
students for improving their academic performance and thus be better prepared for the
University Entrance Exams. Moreover, the results of this study can be useful for English
teachers as they can use students' achievement data in order to make instructional
decisions to change classroom environment and improve learning. Finally, the critical
reflection leads us to plan the second cycle, for which the action plan is refitted and the
research process redesigned