Web applications in teaching and learning english to year 5 primary school students

Ida Štimec (2017) Web applications in teaching and learning english to year 5 primary school students. MSc thesis.

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Abstract

In this postgraduate thesis, we investigated the possibilities of using ICT in teaching and learning English with an emphasis on web materials and applications. We discussed connections between the use of online resources and motivation and learning outcome of English with fifth grade primary school pupils. The theoretical part presents the status of English as a foreign language and we describe some aspects of ICT with focus on online services. We explored how ICT and English language are intertwined in everyday life and in school. We identified some research related to our theme and provided some recommendations on how to choose ICT (web) materials for teaching English. We also described some of these materials, which were used in our study. In the empirical part the results of the research are presented. The central part represents the relations between the use of web materials and applications as well as motivation and learning achievements of Year 5. 98 students from 3 different Slovenian primary schools (6 classes) participated in the research study. At each school, there was one experimental and one control group. In the experimental group, the students were using web materials and applications in computer lab, while the control group had an English lesson using traditional methods in classroom with no technology. We used different statistical methods namely the pedagogical experiment. The data were collected using a questionnaire and a vocabulary and a writing test. The results showed that students use computers and the Internet (also) for learning English. The most commonly used web tools are online games and video and audio clips. Students in the experimental group showed slightly greater motivation for the lesson. In particular, this reflected in agreeing with the statement that the lesson passed quickly and that it was fun. There is no statistically significant difference in the analysis of gender and the use of online resources and applications for learning English. The boys surpassed the girls in the daily use of online games and video and audio clips. Between the experimental and the control groups there was no statistically significant differences in the achievements on the English test. In general, the scores obtained in the pre-test and final test are low in both groups. On average, the students achieved 1 point more in the final test than in the pre-test. The experimental group students liked that they could adjust the pace of learning English. To most of them, solving the tasks on the computer does not pose any particular problems. It can be concluded that most students think that the important aspect of learning a foreign language with web materials and applications is fun.

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