CLICK: INTERACTIVE APP FOR READING COMPREHENSION
(1) Cotabato Foundation College of Science and Technology (CFCST)
(2) Cotabato Foundation College of Science and Technology
(*) Corresponding Author
Abstract
For the past decades, technology has been used as a revolutionary aid for education. With recent innovations, it served as a new platform for learning. Since the stirring of the COVID-19 pandemic and the series of global lockdowns, an increase in mobile use has been observed. It solidifies technological innovations grounding as a mode of learning. This study was conducted using the close-group tutorial employing the Accomplish Reading Application as an intervention for remediation among slow learners of primary-grade English. It employed the experimental design where it compared the pre- and post-intervention test results. Indeed, the use of a mobile interactive application is an effective strategy to enhance the comprehension skills of the pupils as observed in their improved and increased test scores.
Keywords
Full Text:
PDFReferences
Agustini, S., Wardhani, N. P., Kurniawan, M., & Amalina, E. N. (2018). Mobile application for English reading comprehension. IPTEK Journal of Proceedings Series, 6, December 2018. https://doi.org/10.12962/j23546026.y2018i6.4627
Al Rawashdeh, A. Z., Mohammed, E. Y., Al Arab, A. R., Alara, M., & Al-Rawashdeh, B. (2021). Advantages and disadvantages of using e-learning in university education: Analyzing students’ perspectives. The Electronic Journal of e-Learning, 19(2), pp. 107-117. https://doi.org/10.34190/ejel.19.3.2168
Almutairi, N. R. (2018). Effective reading strategies for increasing the reading comprehension level of third-grade students with learning disabilities. Dissertations. 3247. West Michigan University. https://scholarworks.wmich.edu/dissertations/3247
Alshmemri, M., Shahwan-Akl, L., & Maude, P. (2017). Herzberg’s two-factor theory. Life Science Journal, 14(5), 12-16. https://doi.org/10.7537/marslsj140517.03
Balinas, E. S., Rodriguez, J. R., Santillan, J. P., & Valencia, Y. C. (2017). Remedial reading program of AUF-CED: Best practices and impact. Advances in Social Science, Education and Humanities Research (ASSEHR), 109. Angeles City: Atlantis Press.
Black, P. (1998). An international overview of curricular approaches and models in technology education. Journal of Technology Studies, 24(1), 24-30. Retrieved from https://eric.ed.gov/?id=EJ565959
Cingi, C. C. (2013). Computer aided education. Procedia-Social and Behavioral Sciences, 103, 220-229. https://doi.org/10.1016/j.sbspro.2013.10.329
Collins, A. & Halverson, R. (2010). The second educational revolution: Rethinking education in the age of technology. Journal of Computer Assisted Learning, 26(1), 18-27. https://doi.org/10.1111/j.1365-2729.2009.00339.x
Demir, K. & Akpinar, E. (2018). The effect of mobile learning applications on students’ academic achievement and attitudes toward mobile learning. Malaysian Online Journal of Educational Technology, 6(2). http://dx.doi.org/10.17220/mojet.2018.04.004
Department of Education (2004). DO 23, s. 2004 – Guidelines on the use of Computer Laboratories in Teaching and Learning. Retrieved from https://www.deped.gov.ph/2004/03/25/do-23-s-2004-guidelines-on-the-use-of-computer-laboratories-in-teaching-and-learning/
Etcuban, J. O., & Pantinople, L. D. (2018). the effects of mobile application in teaching high school mathematics. International Electronic Journal of Mathematics Education, 13(3), 249-259 https://doi.org/10.12973/iejme/3906
Falloon, G. (2020). From digital literacy to digital competence: The teacher digital competency (TDC) framework. Education Tech Research Dev, 68(5), 2449–2472. https://doi.org/10.1007/s11423-020-09767-4
Ghavifekr, S. & Rosdy, W.A.W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science (IJRES), 1(2), 175-191. Retrieved from https://ijres.net/index.php/ijres/article/view/79
Halai, A. (2006). Ethics in qualitative research: Issues and challenges. Karachi: Aka Khan University.
Halliday, M.A.K. (1985). An introduction to functional grammar. Lingua, 69, Issue 1-2, 186-188. https://doi.org/10.1016/0024-3841(86)90084-7
Hammersly, M. & Traianou, A. (2012). Ethics in qualitative research: Controversies and contexts. London: SAGE Publications Ltd. https://dx.doi.org/10.4135/9781473957619
Herzberg, F., Mausner, B., & Snydermann, B. (1959). The motivation to work. New York: Wiley.
Hicks, J. (2018). The effectiveness of reading interventions for middle school students with learning disabilities. Dissertation. Walden University.
Iqbal, M., Noor, M., Muhabat, F., & Kazemian, B. (2015). Factors responsible for poor English reading comprehension at secondary level. Communication and Linguistics Studies, 1(1), 1-6. https://doi.org/10.11648/j.cls.20150101.11
Johnson, D. G. & Wetmore, J. M. (Eds.). (2021). Technology and society: Building our sociotechnical future. Cambridge: MIT press.
Klimova, B. & Zamborova, K. (2020). Use of mobile applications in developing reading comprehension in second language acquisition: A review study. Education Sciences, 10(12), 391. Retrieved from https://eric.ed.gov/?id=EJ1279710
Magdalene, R. & Sridharan, D. (2018). Powering e-learning through technology: An overview of recent trends in educational technologies. The Online Journal of Distance Education and e-Learning, 6(1), 60.
Mangila, B. B. & Adapon, M. T. (2020). Helping struggling readers to read: The impact of the Care for the Non-Readers (CRN) program on Filipino pupils’ reading proficiency. ETERNAL (English Teaching Learning and Research Journal), 6(2). 195-218. https://doi.org/10.24252/Eternal.V62.2020.A2
Manis, C. (n.d). 10 free reading tests for students in grades 5 through 9. Daily Teaching Tools. Retrieved from https://www.dailyteachingtools.com/free-reading-tests.html
Maulida, R. P., Ivone, F. M., & Wulyani, A. N. (2021). ReadyRead: App-based supplementary materials for reading comprehension. KnE Social Sciences, 5(3), 350–364. https://doi.org/10.18502/kss.v5i3.8557
Miller, T., Birch, M., Mauthner, M., & Jessop, J. (2012). Ethics in qualitative research (2nd Edition). London: SAGE Publications Ltd.
Mohammed, I. & Amponsah, O. (2018). Predominant factors contributing to low reading abilities of pupils at Elsie Lund Basic School in the Tamale Metropolis, Ghana. African Educational Research Journal, 6(4), 273-278. https://doi.org/10.30918/AERJ.64.18.071
Nanda, D. W. & Azmy, K. (2020). Poor reading comprehension issue in EFL classroom among Indonesian secondary school students: Scrutinizing the causes, impacts and possible solutions. Englisia: Journal of Language, Education, and Humanities, 8(1), 12-24. https://doi.org/10.22373/ej.v8i1.6771
Offutt, J. (2019). Accomplish Reading App (Mobile Application). Playstore.
Organization for Economic Cooperation and Development (OECD). (1998). 21st Century Technologies: Promises and Perils of a Dynamic Future. Paris: OECD Publishing. https://doi.org/10.1787/9789264163539-en
Raja, R. & Nagasubramani, P. C. (2018). Impact of modern technology in education. Journal of Applied and Advanced Research, 3(1), 33-35. https://doi.org/10.21839/jaar.2018.v3iS1.165
Rezaei, A., Neo, M., & Pesaranghader, A. (2014). The effect of mobile applications on English vocabulary acquisition. Jurnal Teknologi, 68(2). https://doi.org/10.11113/jt.v68.2912
Richards-Tutor, C., de Baker, D. L., Gersten, R. M., & Baker, S. K. (2015). The effectiveness of reading interventions for English learners: A research synthesis. Exceptional Children, 82(2). https://doi.org/10.1177/0014402915585483
Sabzian, F., Gilakjani, A. P., & Sodouri, S. (2013). Use of technology in classroom for professional development. Journal of Language Teaching and Research, 4(4), 684-692. https://10.4304/jltr.4.4.684-692
Seaborn, K. & Fels, D. I. (2015). Gamification in theory and action: A survey. International Journal of human-computer studies, 74, 14-31. https://doi.org/10.1016/j.ijhcs.2014.09.006
Skinner, B.F. (1935). Two types of conditioned reflex and a pseudo type. The Journal of General Psychology, 12(1), 66-77. https://doi.org/10.1080/00221309.1935.9920088
Spencer, M. & Wagner, R. K. (2018). The comprehension problems of children with poor reading comprehension despite adequate decoding: A meta-analysis. Review of Educational Research, 88(3), 366–400. https://doi.org/10.3102/0034654317749187
US Department of Education (2017). Reimagining the role of technology in education: 2017 national education technology plan update. Washington: Office of Educational Technology.
Wanzek, J., Petscher, Y., Al Otaiba, S., Rivas, B. K., Jones, F. G., Kent, S. C., Schatschneider, C., & Mehta, P. (2017). Effects of a year long supplemental reading intervention for students with reading difficulties in fourth grade. Journal of Educational Psychology, 109(8), 1103-1119. https://doi.org/10.1037/edu0000184
DOI: https://doi.org/10.24071/llt.v26i1.5626
Refbacks
Copyright (c) 2023 Francisco Jr. Olermo Esgrina
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Indexed and abstracted in:
LLT Journal Sinta 2 Certificate (S2 = Level 2)
We would like to inform you that LLT Journal: A Journal on Language and Language Teaching has been nationally accredited Sinta 2 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree No. Surat Keputusan 158/E/KPT/2021. Validity for 5 years: Vol 23 No 1, 2020 till Vol 27 No 2, 2024
This work is licensed under CC BY-SA.
Creative Commons Attribution-ShareAlike 4.0 International License
LLT Journal: A Journal on Language and Language Teaching, DOI: https://doi.org/10.24071/llt, e-ISSN 2579-9533 and p-ISSN 1410-7201, is published twice a year, namely in April and October by the English Language Education Study Programme of Teacher Training and Education Faculty of Sanata Dharma University, Yogyakarta, Indonesia.