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|a LA1137.H83 2009_HuangSzu-Yuan |2 BU-Local |
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|a LA1137.H83 2009 |
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|a Huang, Szu-Yuan. |
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|a The effect of reading software on the reading achievement in English of fifth-grade Taiwanese EFL students |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2009. |
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|a xi, 149 leaves : |b ill., charts ; |c 28 cm |
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|a Barry University Dissertations -- School of Education. |
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|a Thesis (Ph.D.)--Barry University, 2009. |
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|a Includes bibliographical references (leaves 113-128). |
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|a Copyright Szu-Yuan Huang. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a Purpose. The purpose of this study was to investigate the effect of utilizing CALL software to enhance students’ basic reading skills in English at an elementary school in Taiwan. The students’ basic reading achievement in this study was measured by the scores on the Basic Early Assessment of Reading (BEAR) tests. The CALL software used in this study was Destination Reading, which is published by the Riverdeep Company. Method. A convenience sample pretest posttest control group design was used to investigate the following research question: Is there a difference in the student’s acquisition of basic reading skills in English between the EFL elementary school students who received the CALL tutoring and those who received the large group face-to-face tutoring? Findings. The experimental group had slightly higher mean difference between the pretest and posttest score (2.39) than the control group. Moreover, the data that was collected and analyzed revealed interesting differences in scores between boys and girls who were in the control and experimental groups. It was found that CALL had a positive effect on the male participant students in this study. There was no evidence to reject the null hypothesis which stated that there was no difference in the basic reading achievement scores on the BEAR tests between the EFL elementary school students who receive the software-based CALL tutoring and those who receive the large group face-to-face tutoring. Therefore, it was concluded that there was no difference in the student’s acquisition of basic reading skills in English, between the EFL elementary school students who receive the CALL tutoring and those who receive the large group face-to-face tutoring. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Education, Elementary |x Taiwan. |
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|a Reading |x Computer programs. |
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|a Reading comprehension |x Software. |
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|a Reading |x Computer-assisted instruction |x Software. |
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|a English language |x Study and teaching (Elementary) |x Chinese speakers. |
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|a Academic theses. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001332/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/13/32/00001/LA1137_H83 2009_HuangSzu-Yuanthm.jpg |
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|a Theses and Dissertations |
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