Nt1310 Unit 2 Assignment
To elaborate the findings of this research, I shall answer the 3 outlined questions.
How does StoryBird help to overcome challenges in writing simple sentences among Year Two pupils? Pupils’ Motivation and Interest
First, in the lesson, pupils showed excitement and interest when they knew that they could use computer to construct sentences. Based on the observation, it could be seen that pupils were keen to ask for instruction and clarification as they showed initiative in the process of completing their task. In addition, reflective journal also stated that pupils were paying attention throughout the lesson.
‘Pupils asked many questions about StoryBird and all was answered clearly.’ (1C/OO)
‘Pupils paid full attention in the lesson …show more content…
and not disruptive behaviour was observed when input was given.’ (1C/RR)
After the lesson, interviews have been conducted in order to understand pupils’ feeling and opinion on the activity. From the interview, all pupil has stated that they enjoyed the activity and felt that performing sentence construction using StoryBird is fun.
‘Fun. I like StoryBird. Colour beautiful cartoon.’ (1C/IN/PP1)
‘I love computer things. I enjoyed writing using StoryBird.’ (1C/IN/PP2)
‘I feel excited when I use StoryBird. I love it. I love cartoons.’ (2C/IN/PP4)
These positive feelings toward language learning could help pupils in the process of acquiring the language significantly.
In order to examine the positive perception of pupils towards StoryBird, questions to find out their factors of interest on StoryBird were included in the interview. Based on the interview conducted, the reasons provided were as below:
‘Easy write.’ (2C/IN/PP3)
‘I love computer. Write in computer.’ (2C/IN/PP4)
‘Fun and happy to write.’ (2C/IN/PP5)
The reasons of pupils’ preference in using StoryBird could be due to the feature of user-friendliness and the nature of integrating technology in the lesson.
Krashen proposed that affect, including motivation, attitude, interest and anxiety, plays an essential role in pupils’ language learning process as it could raise or lower the filter drastically (Gass, 2013; Lei, 2007). According to British Educational Communications and Technology Agency (2003), the use of technology in classroom could improve pupils’ confidence, motivation and self-esteem, especially their motivation to write. In addition, pupils found learning in a technology-enhanced setting more stimulating than in a traditional classroom (British Educational Communications and Technology Agency, 2003). Balanskat (2006) proposed that multiple studies has drawn the evidence on ICT from 17 impact studies across Europe. In addition, these studies have shown positive benefits of ICT for language learner in areas, such as motivation and skills, concentration, cognitive processing, independent learning, critical thinking, and teamwork. (Balanskat, Blamire, & Kefala, 2006) In this case, it could be seen that the intervention of using StoryBird, an online website which was chosen as a platform to encourage pupils in writing, has attracted pupils’ interest and lowered pupils’ affective filter by motivating pupils in learning
writing.
Pupils’ Confidence
After the lesson, interview conducted has shown that pupils generally has more positive feeling towards writing and thought that writing is an easier job compared to the time before the intervention was implemented.
No. Questions Data Collection No Sometimes Yes
1. Do you like writing sentences? Before intervention 3 2 - After intervention 1 3 1
2. Do you think writing a sentence is easy? Before intervention 5 - - After intervention 1 4 -
3. Can you write a sentence? Before intervention 2 3 - After intervention 1 4 -
4. Do you think your writing is good? Before intervention 3 2 - After intervention 1 4 -
Table 6: Analysis of Questionnaire Data (2C/QN/PP1-PP5)
Moreover, they had higher level of self-confidence on their ability in writing sentences and their work on writing. Du (2009) stated that pupils, who has higher level of self-confidence, are able to communicate in foreign language and can gain more. From this, it could be seen that the intervention has brought over positive change on pupils’ feeling towards writing and overcome the challenge of low self-confidence in them.
Therefore, the use of StoryBird, which could involve pupils actively, has lifted their confidence in writing and thus motivate them to participate in the coming writing lessons. According to a study conducted by Lei (2007), all the survey and interview participants in the survey agreed that a good English teacher should meet the need of his or her students and produce interesting and engaging material of teaching in order to lower pupils’ affective filter. Motteram (2013) stated that the use of ICT provides technological skills and enable pupils to develop confidence in their language abilities. The more pupils write their stories in a digital environment, the more they gain encouragement and confidence in writing (Timucin & Irgin, 2015). In this case, it could be deduced that pupils, who enjoyed the usage of StoryBird in the process of teaching and learning, had lower level of affective filter and thus the heightened the effectiveness of the lesson.
How does StoryBird help to overcome challenges in writing simple sentences among Year Two pupils? Pupils’ Motivation and Interest
First, in the lesson, pupils showed excitement and interest when they knew that they could use computer to construct sentences. Based on the observation, it could be seen that pupils were keen to ask for instruction and clarification as they showed initiative in the process of completing their task. In addition, reflective journal also stated that pupils were paying attention throughout the lesson.
‘Pupils asked many questions about StoryBird and all was answered clearly.’ (1C/OO)
‘Pupils paid full attention in the lesson …show more content…
and not disruptive behaviour was observed when input was given.’ (1C/RR)
After the lesson, interviews have been conducted in order to understand pupils’ feeling and opinion on the activity. From the interview, all pupil has stated that they enjoyed the activity and felt that performing sentence construction using StoryBird is fun.
‘Fun. I like StoryBird. Colour beautiful cartoon.’ (1C/IN/PP1)
‘I love computer things. I enjoyed writing using StoryBird.’ (1C/IN/PP2)
‘I feel excited when I use StoryBird. I love it. I love cartoons.’ (2C/IN/PP4)
These positive feelings toward language learning could help pupils in the process of acquiring the language significantly.
In order to examine the positive perception of pupils towards StoryBird, questions to find out their factors of interest on StoryBird were included in the interview. Based on the interview conducted, the reasons provided were as below:
‘Easy write.’ (2C/IN/PP3)
‘I love computer. Write in computer.’ (2C/IN/PP4)
‘Fun and happy to write.’ (2C/IN/PP5)
The reasons of pupils’ preference in using StoryBird could be due to the feature of user-friendliness and the nature of integrating technology in the lesson.
Krashen proposed that affect, including motivation, attitude, interest and anxiety, plays an essential role in pupils’ language learning process as it could raise or lower the filter drastically (Gass, 2013; Lei, 2007). According to British Educational Communications and Technology Agency (2003), the use of technology in classroom could improve pupils’ confidence, motivation and self-esteem, especially their motivation to write. In addition, pupils found learning in a technology-enhanced setting more stimulating than in a traditional classroom (British Educational Communications and Technology Agency, 2003). Balanskat (2006) proposed that multiple studies has drawn the evidence on ICT from 17 impact studies across Europe. In addition, these studies have shown positive benefits of ICT for language learner in areas, such as motivation and skills, concentration, cognitive processing, independent learning, critical thinking, and teamwork. (Balanskat, Blamire, & Kefala, 2006) In this case, it could be seen that the intervention of using StoryBird, an online website which was chosen as a platform to encourage pupils in writing, has attracted pupils’ interest and lowered pupils’ affective filter by motivating pupils in learning
writing.
Pupils’ Confidence
After the lesson, interview conducted has shown that pupils generally has more positive feeling towards writing and thought that writing is an easier job compared to the time before the intervention was implemented.
No. Questions Data Collection No Sometimes Yes
1. Do you like writing sentences? Before intervention 3 2 - After intervention 1 3 1
2. Do you think writing a sentence is easy? Before intervention 5 - - After intervention 1 4 -
3. Can you write a sentence? Before intervention 2 3 - After intervention 1 4 -
4. Do you think your writing is good? Before intervention 3 2 - After intervention 1 4 -
Table 6: Analysis of Questionnaire Data (2C/QN/PP1-PP5)
Moreover, they had higher level of self-confidence on their ability in writing sentences and their work on writing. Du (2009) stated that pupils, who has higher level of self-confidence, are able to communicate in foreign language and can gain more. From this, it could be seen that the intervention has brought over positive change on pupils’ feeling towards writing and overcome the challenge of low self-confidence in them.
Therefore, the use of StoryBird, which could involve pupils actively, has lifted their confidence in writing and thus motivate them to participate in the coming writing lessons. According to a study conducted by Lei (2007), all the survey and interview participants in the survey agreed that a good English teacher should meet the need of his or her students and produce interesting and engaging material of teaching in order to lower pupils’ affective filter. Motteram (2013) stated that the use of ICT provides technological skills and enable pupils to develop confidence in their language abilities. The more pupils write their stories in a digital environment, the more they gain encouragement and confidence in writing (Timucin & Irgin, 2015). In this case, it could be deduced that pupils, who enjoyed the usage of StoryBird in the process of teaching and learning, had lower level of affective filter and thus the heightened the effectiveness of the lesson.