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Type :thesis
Subject :PE English
Main Author :Wong, Mee Juan
Title :The effect of CM-PSS training towards the phonological awareness among ESL learners
Place of Production :Tanjong Malim
Publisher :Fakulti Pembangunan Manusia
Year of Publication :2020
Notes :With cd
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Guest :Click to view PDF file

Abstract : Universiti Pendidikan Sultan Idris
The purpose of the study was to determine the effect of computer-mediated phonetics spelling skills (CM-PSS) training towards the phonological awareness among year-two English as a  second language (ESL) learner. The objectives of the study were: (1) to examine the effectiveness  of computer mediated-phonetics spelling skills (CM-PSS) training  in  promoting  phonological   awareness  among  English  as  a  second  language (ESL) learners in comparison with the  conventional learning approach; (2) to examine how  CM-PSS  training  has  affected  ESL  learners’   learning  motivation  and  attitude towards CM-PSS training; and (3) to determine the relationship  between such learners’ language  learning   motivation  and   attitude  towards  CM-PSS  training   with  their phonological awareness. The CM-PSS training was developed using Lebrun E-learning model   as  its  underpinning  framework.  This  study  used  a  quasi-experimental  design involving 30  year-two ESL learners who were randomly assigned to an experimental group  (n=15)  and  a  control   group  (n=15).  Phonological  Awareness  Assessment, Attitude, and Motivated Strategies for  Learning questionnaire was used to measure the dependent variable in this study. The independent  sample t-test was used to determine the effect of CM-PSS training in promoting phonological  awareness. The result of t-test [t(28) = 9.26, p < 0.05] showed that the positive effect of the  CM-PSS on the learners’ phonological  awareness.  In  terms  of  the  learners’  language  learning   motivation  and attitude, the results of the t-tests showed that the learners’ motivation [(t(28)  = 14.17, p < 0.05] and attitude [t(28) = 27.98; p < 0.05] have improved after they were exposed to the CM-PSS.  In addition, the data illustrated that the relationship between the learners’ language learning  motivation towards CM-PSS training with their phonemic awareness was significant (r = 0.82, p

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