Grammarly Report
Grammarly Report
Grammarly Report
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by Karla Daphne Neonal
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CHAPTER I
INTRODUCTION
We live in a multilingual world where connections are more critical than ever.
Our surrounding is becoming increasingly globalized, and knowing a second
language can always give an individual an unfair advantage. In the long run, it
will allow people to be more prepared and confident to travel the world, explore
other people's ways of living easily, and become more active global citizens.
Now, more than ever, offering English as a main subject in schools is
imperative. The globalization of English renders the language a global lingua
franca and an international language (Tan et al., 2019). According to Sharifian
(2017), English is more than a 'language' per se. It is a multicultural way of
thinking, doing, and being. Having a diversified cohort from different nations,
an international school, for example, is a melting pot of cultures, religions,
beliefs, and languages. Despite the apparent gaps in building a harmonious
school community, the English language plays a crucial role in this diversity. It
has become the medium of instruction and the language of inclusion. However,
for a non-English speaker, this task is overwhelming and intimidating. There are
seemingly endless numbers of grammatical rules that one has to observe.
Correct use of punctuation, proper subject-verb agreement, understanding
context clues, and appropriate voice intonation are some things a new English
language learner must follow, understand and use. Most English Language
Acquisition (ELA) students have only used English at a minimal level. Thus, they
are given English support classes after school to catch up with their English-
website and examine the effects of the website usage on their English
proficiencies, particularly in reading and language usage.
Lack of target language integration (English) at home is a real problem for most
second or foreign-language learners. More often than not, this is due to a need
for more home support and structured learning materials. They also only learn
the target language in schools because, outside the school setting, they do not
use the target language and only hang out with people from similar
communities where their first language, Korean, is spoken.
Chadwick International School, an international day school located at 45 Art
center-daero 97beon-gil, Yeonsu-gu, Incheon, South Korea, uses English as the
medium of instruction in most subjects. Native English teachers and
multilingual non-native English speakers teach the English subject. The
student body represents over 50 nationalities from around the globe. Each
enriches the school community with unique experiences, perspectives, and
possibilities. With this kind of diversity and inclusivity comes a big chunk of
students whose first language is not English. For most of them, it is a foreign
language that they have to learn.
To help these students transition into the school, English Language Acquisition
classes are offered at the start of their first school year. These classes are
divided into 5 phases (Phases 1 to 5). In middle school, the grade levels 6 to 8,
most students start at Phase 2 and go up to the next level once they reach the
highest descriptors of that level and show improvement over the academic
terms.
Extra English language materials are also provided to ELA students and are
accessible to them at home. With technology, distance education means
learning may occur when learners are connected with information resources,
each other, and instructors.
In this study, the research participants had either Low goal performance and
belonged to the <21 percentile or Low Average and the 21-40 percentile.
Percentile means the student scored as well as or better than that percent of
students taking the test in that grade.
The theoretical theories anchored to this research study are the Constructivist
Theory of Learning, Self-Regulated Learning Theory, Mindset Theory,
Multimedia Learning Theory, and Language Task Engagement Theory.
Lopez-Garrido (2020) explains that Self-Regulated Learning (SRL)in Figure 1,
the Constructivist Theory of Learning in Figure 2, and Mindset Theory (MT) in
Figure 3 are core frameworks for understanding the cognitive, motivational,
and emotional aspects of learning. Self-regulated academic learning addresses
how students become masters of their learning processes as aligned with the
discussion of Constructivism; learners should not be passive recipients of
knowledge but should be more active in the process instead.
According to Western Governors University (2020), Constructivism states that
students should actively construct their knowledge determined on the learner's
experiences. Therefore, this requires students to have a growth mindset to
become more successful. According to mindset theorists, beliefs about
intelligence influence motivation, attitude, and behavior. If students believe
they can improve their learning through constant practice, effort, and
commitment, there will be a profound influence on their motivation to learn,
and they set themselves up for success.
In our now gadget-abundant world, students, especially middle schoolers,
need to feel they have ownership of their learning and can control the pace at
which they want to learn.
If the teachers give them autonomy, these learners can transform their mental
abilities into task-related academic skills. The shift from the traditional way of
the teacher being the sole source of information to more proactive learning will
be seen.
Both Figure 4, Multimedia Learning Theory (MMLT), and Figure 5, Language Task
Engagement, discuss that students learn more effectively if they are actively
engaged with the task in more ways than one. Students learn better from
images and words than just from words. Nowadays, learning is multi-faceted
because of technology, as study materials now cater to different learning
stimuli in the form of videos, podcasts, and the like.
Task engagement, especially in language learning, can generally be described
as "when students expend focused energy and attention and are emotionally
involved" (Philip et al., 2016). Research proves that task engagement also
positively correlates with language learning (Nakamura et al., 2020). Like the
other theories mentioned, task engagement among learners may lead to
increased motivation, persistence, satisfaction, and learner achievement
(Reeve et al., 2014).
Furthermore, literacy learning should be extended to encompass skills required
to specifically make meanings and represent through multimodal texts (digital
The most accessible and feasible way for students to have differentiated
instruction is a language website designed according to the users' needs and
preferences. It will also help them practice their self-regulation and growth
mindset. If students believe they can get more intelligent by doing the tasks on
the website and taking ownership of their learning, they will be encouraged to
practice more and aim for better scores.
Harding et al. (2016) state that good self-regulation skills include good time
management, rapidly selecting the most efficient problem-solving strategies,
and actively monitoring emotional states such as frustration. Since the
students can immediately see their scores, they will have a perception of their
abilities, and it will motivate them to maximize the use of the website. Hence,
they will keep using it more frequently.
The additional support from ELA teachers and a structured home-support plan
involving parents or guardians will further influence students' academic
achievement and self-regulated learning. The effects of mediation and task
monitoring among the website users will also ensure the website's success as
a language learning tool.
Assumptions
In this study, the following assumptions were made:
Definition of Terms
The following terms are defined both conceptually and operationally.
ADDIE. It refers to the instructional development process
comprising five phases: analysis, design, development, implementation, and
evaluation (Bouchrika, 2022. In this study, it refers to the different stages of
creating a website.
Digital resource. It refers to those information resources
in an electronic format accessible through internet-connected computers or
other electronic devices (www.igi-global.com/dictionary). In this study, it refers
to the visual, audio, and text materials found on the website.
English Language Acquisition (ELA). It is the term used for
an extra support class for students with limited English language proficiency.
Students receive a combination of 'pull-out' and 'push-in' learning support
NOTES:
Tan, Kim Hua, et al. “Implications of English as an International Language for
Language Pedagogy.” International Journal of Higher Education, vol. 9, no. 1,
Sciedu Press, 23 Dec. 2019, p. 22. Crossref, doi:10.5430/ijhe.v9n1p22.
English, Excel. "4 Tips for Learning English More Quickly." Excel English
Institute, Excel English Institute, 27 Feb. 2020,
https://excelenglishinstitute.com/tips-for-learning-english-more-quickly.
Assessment." Theory and Practice in Language Studies, vol. 11, no. 6, 2021, pp.
639–651. https://doi.org/10.17507/tpls.1106.07.
Philip, J., & Duchesne, S., (2016). Exploring engagement in tasks in the
language classroom. Annual Review of Applied Linguistics, 36, pp. 50-72.
Nakamura, S., Phung, L., & Reinders, H. (2020). The effect of learner choice on
L2 task engagement. Studies in Second Language Acquisition. First View:
cambridge.org/core/journals/studies-in-second-language-
acquisition/article/effect-of-learner-choice-on-l2-task-
engagement/63A0807738A0A9CCD1A5ECD05237BBED
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter summarizes the overview of related theories, literature, and
relevant studies. It will introduce the research study that compromises the
main focus described in the research.
website that caters to their learning needs and preferences and is accessible to
students with reliable internet connections.
The second theme focused on technology-based learning at home, providing
different practices and exercises for their language proficiencies.
Finally, the third theme focused on the website's effectiveness (ABEE) as an
English language tool. The study attempted to investigate the essential
elements of a language learning website based on the preferences of the target
language learners.
Prisma Flow of Related Literature
This section evaluated the review of related studies and related literature. The
study was based only on original research articles and journals from the JSTOR
database. This database is part of ITHAKA, a not-for-profit organization helping
the academic community use digital technologies to preserve the scholarly
record and advance research and teaching sustainably.
The researcher had unlimited and complete access to this database as it is part
of the Chadwick International School's academic faculty's research database.
To provide a good quality review, the researcher checked all duplications
thoroughly and analyzed the abstracts of the articles. A careful evaluation of
each research paper
was carried out in the later process.
The exclusion criteria were to limit the research to Asian Studies, Linguistics,
Education, and Language and Literature.
The researcher selected 17 articles after assessing each on the inclusion and
exclusion criteria.
This section presented related literature and studies that have some
resemblances to the present study. The researcher reviewed dissertations,
article journals, and other related reading materials to gain insights and guides
in conducting the present study.
Learning English as a Foreign Language
According to Cho (2014) on understanding the importance of English education
in South Korea, his study found the following results: (a) South Korean students
significantly focus on achieving a high level of English competency; (b) South
Korean students especially lack English speaking and writing skills, and (c)
South Korean students devalue the English educational environment in Korea
but value the English educational environment in America.
Zhang et al. (2013) studied the motivation of 3,777 students to learn English
from elementary to high school. The results revealed that junior high school
students had the highest learning motivation, followed by those in elementary
and high school.
The most influential factor was that the parents' positive influence on
students' English learning motivation was more significant at this school level.
At the tertiary level, the study by dos Santos (2020) revealed that college
students' intention to learn English is positively affected by their learning
attitude, perceived behavioral beliefs, and accepted norms. In the past ten
years, more and more non-local students have come to Macao to further their
education, which led to a significant change in the student structure, affecting
college students' English learning. Torres et al. (2020) stated that diverse
approaches and methodologies characterize English as a foreign language
(EFL) due to the uniqueness of the countries where this language is taught.
According to Zou (2012), English oral competence has always been a weak point
for Chinese college students. The lack of effective learning strategies was a
significant reason. Since there was a great demand to master the speaking
ability of EFL learners, several methods, approaches, techniques, and
procedures were implemented and experimented with to find efficient and
effective ways to help learners satisfy their speaking and communicative needs
(Khoshsima et al., 2016). The requirement for oral English with proficiency and
improving speaking proficiency had increased rapidly. Chinese college students
are now employing a good amount of strategies, and the advanced and less
advanced learners have different levels of strategy-using and flexibility in
learning.
English immersion in some East Asian countries ensures that some non-
language subjects are also taught in the second language. In China, about 30-
40% of the curriculum is taught in English, including English language arts,
social studies, and science. The other 60-70% of the curriculum is taught in
Chinese, including critical subjects such as Chinese and mathematics (Cheng
et al., 2010).
Zou (2014) also mentioned that learning English can now be facilitated through
mobile learning, a medium suggested for distance education, mainly promoted
by handheld devices such as smartphones, tablet PCs, and PDAs (Personal
Digital Assistants) audio players. Those devices can be connected wirelessly to
each other and networks, thus ensuring mobility and flexibility. Hence,
students can access their language learning websites quickly and conveniently.
According to Zou (2014), advanced learners are more likely to make a plan for
their study and frequently modify their techniques to evaluate their oral English
state.
Technology-Based Learning
Howard Gardner, well known for his theory of multiple intelligences, advised
students to regard technology as a tool. Gardner (2000) mentioned that one
primary task before embracing new technology was determining the
educational goals and demonstrating how that particular technology can help
achieve them.
In Gardner's view, the same events that stimulated the computer's
development also revolutionized our understanding of teaching, learning, and
how the human mind functions. Hence, using the available technologies could
make lessons fun because of the explicit materials and easy accessibility to
learners.
Lumayag (2019) believed that Gardner's Theory of Multiple Intelligences is best
applied when using ICT facilities and equipment and utilizing the classroom-
website innovation English teaching.
Moreover, using technology as much in the classroom as outside makes the
students feel much more motivated. If a particular website does not satisfy the
users' needs, they will leave and look elsewhere. Thus, websites must provide
usability and other design criteria to attract users (Juviler, 2022).
Technology in language learning transformed students from passive recipients
to active learners and allowed more profound and enriching linguistic
immersion. Students can now study their English courses using various
comprehensive apps and online educational platforms that offer numerous
functionalities tailored to academic centers' needs.
Alhabdan (2021) mentioned that almost every learner of the English language
aims to become proficient and fluent. Achieving this aim depends on the
teaching methods, learning prospects, pedagogical skills, and learning styles
adopted by the designers of the digital resources used to teach the target
language. When these factors are carefully structured and aligned by the
NOTES
Torres, M. C. C., Salamanca, Y. N. S., Cely, J. P. C., & Aguilar, J. L. B. (2020). All
We Need is a Boost! Using Multimodal Tools and the Translanguaging Strategy.
International Journal of Computer-Assisted Language Learning and Teaching,
10(3), 28–47. https://doi.org/10.4018/IJCALLT.2020070103
Research in Education, vol. 23, no. 3, Informa UK Limited, Sept. 2010, pp. 151–
169. Crossref, doi:10.1080/09500790.2010.489150.
Juviler, Jamie. "9 Guidelines & Best Practices for Exceptional Web Design and
Usability." HubSpot Blog, HubSpot, 11 Aug. 2022,
https://blog.hubspot.com/blog/tabid/6307/bid/30557/6-guidelines-for-
exceptional-website-design-and-usability.aspx.
Shen, H., Yuan, Y., & Ewing, R. (2015). English learning websites and digital
resources from the perspective of Chinese university EFL practitioners.
ReCALL: The Journal of EUROCALL, 27(2), 156-176.
CHAPTER III
RESEARCH METHODOLOGY
This chapter summarized the description of the research process. It delivered
information regarding the method utilized in undertaking this research study
and a justification for the procedure of this method. Likewise, it contained the
research design, population or respondents, instruments, data analysis,
validity, reliability, and ethical consideration.
Research Design
This research was a Multiple Case Study Mixed-Method: Integrating
quantitative and qualitative data strengthened the consistency and enriched
the analysis and findings of the relationship between knowing the learners'
needs and preferences in a website and integrating them during the website
creation.
ELA teachers looked at the Grade 7 MAP assessment results in Language Arts:
Reading with three components: Literature, Informational Text, and Vocabulary.
The other assessment was the Language Arts with three components like
Writing ( Write and Revise Texts for Purpose and Audience), Language
(Understand and editing for Grammar, Usage), and Language (Understand and
editing for Mechanics). The students with low and low average descriptions in
the six components above were included in the ELA classes for 2022-2023.
The second research instrument was a survey questionnaire. Three (3)survey
questionnaires were given at different ADDIE phases.
The first questionnaire (website conceptualization survey) was given to the
identified students in the Design Phase to determine their preferences for a
website. It was sent to the identified ELA students' Chadwick School emails.
Their participation was voluntary and anonymous.
In the Student Profiles section, the students were asked about their current
grade level, identified ELA phase, nationality, frequency of English usage
outside the school, and primary gadgets to use the website.
In the Website Design section, the students gave their preferences regarding
design and color, visual sources and images, and font size.
In the Website Navigation section, the students gave their preferences
regarding browser compatibility, usability, easy-to-use icons, links, and fast
log-ins.
In the Website Content section, preferences for content relevance, clarity,
visual appearance, interactive learning, and not being time-bound were asked.
In the Assessment section, the students gave their preferences regarding test
results, parents' access to results, suggestions for answers, possible retakes
after a low test performance, and assessment difficulty.
Lastly, the students were asked how often they could use the website as an
English language learning tool and what other suggestions they may have had
for the website.
The second questionnaire was for content and website experts. It was
administered to one (1) ELA Coordinator, five (5) ELA teachers, and six (6) IT
experts in the Development Phase.
The third questionnaire (website evaluation survey) was given to the students
in the Implementation Phase to evaluate the website as a language learning
tool after one term.
Research Participants' Profiles
Decide who will take part in the survey. This study took place in the middle
school department of Chadwick International School in 30 Art center Daero 97
Beongil, Yeonsu-gu, Incheon, 22002 Republic of Korea with Korean address, 대
한민국, 인천광역시 연수구 아트센터대로 97번길 30, 송도 더샵 그린워크 아파트
infer meaning, speak about a chosen or meaningful topic for about 4-5
minutes, and write at least 300-400 words in a timed setting.
This study's participants were six (6) Grade 7 students in Phase 2 ELA and three
(3)Grade 7 students in Phase 3 ELA. The students were identified based on
their Fall MAP (Measures of Academic Progress) Growth Assessment results. At
Chadwick International School, all K1 to K12 take the NWEA or Northwest
Evaluation Association MAP Assessment twice a year to assess achievement
and growth in K12 math, reading, language usage, and science.
According to www.nwea.org, NWEA assessments are used by over 9,500
schools and districts in 145 countries. This tool provides teachers with data to
understand students' unique skills and challenges as they adapt to their level.
The final result is a clear indication of a student's capabilities.
MAP Growth assessment is just one of the tools used to measure student
literacy, math, and science proficiency. Using the English MAP assessment
data, the ELA teachers identified students with low and low average goal
descriptors and low Lexile ranges in Language: Reading and Language Arts.
Then, they were automatically included in ELA after-school classes.
Ethical Considerations
The researcher asked permission from the school administrative board to
conduct this research and explained the purpose and the benefits that it would
contribute to future ELA classes.
In addition, the identities of the respondents were kept anonymous. According
to Cleave (2016), reassuring respondents participating in surveys that the
information they are giving will remain confidential is of the utmost importance
and will also improve survey response rates.
Data Analysis Techniques
To identify the ELA Phase of the respondents, the researcher used the MAP
Growth Assessment results to determine the Lexile levels of the assessment
takers. It is a trusted tool by international schools worldwide to help the
experienced faculty tailor instruction to each student's unique strengths and
areas needing additional support to achieve their best individual result.
The researcher also used the Website Conceptualization Questionnaire to
validate the respondent's preferences on what an effective language learning
website should have. Based on the survey questionnaires' results, the
researcher formulated and analyzed the results gathered on the given data set.
The researcher used the formula below to compute the weighted mean and
rank:
The average ranking was calculated as follows where:
w = weight of the ranked position
x = response count for answer choice
x1w5 + x2w4 +x3w3 +x4w2 +x5w1
Total response count:
assigned to each rank. The descriptor with the biggest score was ranked one or
the most important, followed by the next succeeding numbers.
Furthermore, to validate the website content and design, the contents of the
website were presented for review and criticism to Chadwick International
School's ELA teachers and coordinator in the form of a survey questionnaire,
and the website was presented to the five (5) Middle School Information
Technology Department experts and one (1) field expert. The 12 experts' survey
results were calculated for Content Validity Ratio (CVR) by Lawshe. The panel
assessed whether the component measured by the question was "accepted,"
"accepted but needs revision," or "eliminated."
The equation follows, where
The data obtained in the questionnaire were analyzed and interpreted through
this legend:
ABEE, such as web maintenance and schedule of quizzes, Google Sites which
served as the web page creation tool of ABEE, and helped the researcher to
create, build a site, and include a variety of information, Google Maps which
served as map locator of Chadwick International School and offered satellite
imagery, aerial photography, street maps, 360° interactive panoramic views of
streets, real-time traffic conditions, and route planning for traveling by foot,
car, bike, air, and public transportation and finally, Facebook Plug which served
as Chat Autobot wherein the users talked to a bot or a human and requested
some assistance related to the ABEE website.
All the procedures involved in the website creation are summarized in Figure 8.
To implement the website, the researcher monitored the usage regularly
through a monitoring form embedded in the website. It could record the log-ins,
tests completed, and quizzes passed every week. The passing score for each
test was set at 50%.
In Week 0, the researcher focused on the registration of the users,
demonstration of website usage, and assigning the corresponding ELA phase of
students. After Week 1, the researcher identified the issues encountered by the
users, including the inability to log in and lack of time to integrate website use.
Regular meetings with the participants during their ELA class helped the
students access the website with proper guidance and sort out the difficulties
in using the website.
To ensure home support, the researcher emailed the parents in Week 2 to enlist
their help monitoring the students at home.
To evaluate the effectiveness of the ABEE website integration in the ELA
classes, the participants answered a website evaluation survey after using it
for one term. The feedback based on user acceptance and satisfaction helped
validate the development of the product and revise it following.
the input or suggestions given by the respondents. The survey focused on the
website's effectiveness as an English language support tool. The students were
asked to rate all items on a 4-point Likert scale.
The data obtained in the questionnaire were analyzed and interpreted through
this legend:
3.60-4.00 Very Good
2.60-3.59 Good
1.60-2.50 Adequate
0.00-1.59 Poor
NOTES
CHAPTER IV
PRESENTATIONS, ANALYSIS, AND INTERPRETATIONS OF DATA
how a student used context clues and references when reading word
relationships and nuance within the text.
The table also shows that these students were registered with a Lexile Level of
780-930L or below. For Grade 7, the norm Lexile range should be 1060L to 1375
at the beginning of the year and 1095L -1410L at the end of the year.
In the Literature section, four students got Low Averages in the goal
descriptor's interpretations, and one got a Low goal descriptor interpretation.
On the other hand, in the Informational Text section, four students got Low
Averages in the goal descriptor's interpretations.
In the Vocabulary Acquisition section, two students got Low Averages in the
goal descriptor's interpretations.
The results show that five (5) students' Lexile levels were from 745L - 980L.
This indicated that they are all in the Grade 3 Reading level, which ranges from
735L to 1060L.
Each area tested is listed along with a descriptive adjective of the student's
score. The descriptor Low indicates that the student is in the <21 percentile or
interpreted that the student's test score is in the 20th percentile. It means that
the student scores better than 21 percent of all the 2022 NWEA Norming study
test takers. However, it also means that 80 percent score the same or better
than the student. The LA (Low Average) indicates that the student is in the 21 to
40 percentile and scores better than 21 - 40 percent of all test takers. However,
it also means that 60 - 79 percent score the same or better than the student.
Table 1A.: MAP Growth Results for Language Arts: Reading
Legend:
Goal Performance:
L- low
LA-low average
A-average
HA-high average
Since the students are of different nationalities, the researcher found out that
all the low scorers are non-native English speakers who are not used to
speaking English outside the school. Since these students are in a learning
environment like a mainstream classroom with native speakers, many factors
affect their ability to use English.
To help non-native English speakers develop their confidence and language
proficiency, English teachers must think of strategies to help these struggling
readers. One of them is creating a safe space for them to answer without fear of
being a target of ridicule for other students. This can be in the form of an online
language tool they can access even when not in school. Using a language
learning website in the comforts of their own homes will be beneficial for the
students as it will encourage them to keep trying to improve their reading and
usage of the English language.
Design Phase
In this study's Design phase, the researcher aimed to learn the learners'
preferences regarding a language-learning website, and the collected data was
incorporated into the website's features.
To do this, the researcher asked the students to participate in a Website
Conceptualization survey. This data was gathered during the Fall term of 2022-
2023, in the 4th week of instruction. The questionnaire was administered in
Google Forms to the Phases 2 and 3 ELA Grade 7 students, and the
participation was voluntary and anonymous. The questionnaire was divided
into six sections: Student profiles, Design, Navigation, Content, Assessment,
and Frequency of usage.
Table 2A shows the student profiles of the participants. The first row shows
that 66.7% or six students were in Phase 2 ELA, and 33.3% or three students
were in Phase 3 ELA. The ELA teachers informed the phase that the students
belonged to before answering the survey questionnaire. The second row shows
the nationalities of the students who took the survey. All nine (9) participants
are Koreans. The third row shows that 44.4% or four respondents rarely used
English outside the school, 33.3& or three respondents sometimes used
English, and 11.1% or one student never used the English language outside
Chadwick International School. Row 4 shows that nine students, or 100% of the
respondents, would use their laptops to navigate the website.
From the survey results, the researcher inferred that the 9 participants are
non-native English speakers. They also did not.
Table 2A: Students' Profiles
Survey Responses:
1. Identified Phase
Phase 2 - 6 students
Phase 3 - 3 students
1. Nationality
Koreans - 9
Others - 0
always-0
often-1
sometimes-3
rarely-4
Laptop-9 students
tab-0
Mobile phone-0
Desktop-0
have many opportunities to speak the language outside the school and usually
conversed in their mother tongues for communication purposes. On the other
hand, since a laptop was a school requirement, all of them already had this
device and would feel comfortable using their laptop for the website.
According to Yost (2019), students need individualized instruction to meet their
varied needs. Knowing who students are is a starting point for sparking their
creativity and tailoring instruction to achieve their literacy goals.
Hence, English Language Acquisition teachers studied each student's profile
and preferences. This study allowed the teachers to determine students'
learning styles and made creating, modifying, and developing more efficient
curricula and educational programs easier.
Mean and Standard Deviation were calculated for the Design, Navigation, and
Assessments sections. Response to open-ended questions was analyzed
through open coding, where first, categories were formed, and titles were
assigned. Table 2B reveals the results of the Design Section survey. The
students ranked design and color as the most important for the design.
Table 2B: Design Section Survey results
Survey questions
Rank
INT
Font size
3
Not at all important
Legend:
1 -Very important
2- Important
Images and other visual sources were ranked second most important, and the
font size was the least important among the three descriptors.
According to Gupta (2019), colors play a pivotal role in the success of some
businesses and can make a massive impact on their revenue. Picking color
schemes is about pleasing the eye and giving users a psychological feeling they
can experience when consuming or using a product. Hence, branding a website
with the right colors can generate more traffic and lead to more sales, or in this
case, more usage from the students. Companies like Facebook, Twitter, and
Instagram have carefully selected color schemes that significantly impact
building their popularity over time. Facebook, for example, uses blue as its
dominant color, which is viewed as calm and trustworthy. By using blue, the
company provides its users with a sense of peace and security. The blue color's
psychological impact on their audience is that it makes them stay on their site
and return for more.
Hence, after knowing the student's preferences, the researcher made sure that
in creating the website, the design was carefully thought of and chose the color
blue for the website's interface to encourage the students to use it. Lastly, the
researcher made sure to choose appealing visual sources like images and
videos and that the font size and style were user-friendly and adjustable.
Table 2C presents the Navigation Section results. The researcher added five
descriptors in this section: compatibility with the browser, usability, one-click
commands, accessible links, and fast and easy log-ins. It can be seen that
usability ranked 1, compatibility with the browser ranked 2, fast and easy log-
ins ranked 3, one-click commands ranked four, and accessible links ranked 5.
All items were based on a 5-point Likert scale, ranging from 1 as the Most
Important to 5 as the Least Important. Ranking questions calculated the
average ranking for each answer choice so the researcher could determine
which answer choice was most preferred overall. Naturally, the answer with the
largest average ranking was the most preferred choice. Weights were applied in
reverse. In other words, the respondent's most preferred choice (which they
ranked as #1) had the largest weight, and their least preferred choice (which
they ranked in the last position) weighed 1.
The results reveal that the students preferred usability in a website with the
highest rank of 1. Usability refers to the
Table 2C: Navigation Section Survey Results
Descriptors
Rank
INT
One-click Commands
4
Slightly important
Accessible links
5
Not at all important
Legend:
1 -Very important
2- Fairly important
3-Important
4- Slightly important
5-Not at all important
ease of use on the website, including how easy the user interfaces are. On the
other hand, the descriptor with the lowest rank of 5 is the ability to find links
and information quickly.
The result implies that students primarily wanted to use the website for its
purpose, which is to enrich their language proficiencies in English in the
comforts of their own homes and at their own pace and time. It also indicates
that it is vital for the students if the website mostly answers a user's key
questions and is easy to use or read.
According to Seo (2021), web designers should ensure there are no problems
with loading speeds, bad navigation, or site errors. All of those issues can make
visitors leave the website. By implementing browser compatibility, the users
will get the most out of the content, no matter what device or browser they
visit.
Hence, the web designer had to ensure the site was browser-compatible to
provide the best experience for its visitors. The results also mean that it was
essential to make buttons larger for commonly used activities and to move and
group them closer together to minimize how far someone had to move their
mouse or pointing device to click on the button. These features are the most
important, so visitors want to spend more time on the website.
All of this information was carefully analyzed by the researcher and were
incorporated into the website design.
Table 2D shows the Website Content results. The descriptors for this section
are relevance, clarity, the inclusion of visual sources, interactivity, and not-time
constraint. The results reveal that relevance ranked 1, clarity ranked 2, visual
sources ranked 3, not time-constrained ranked 4, and interactivity ranked 5.
Among the five descriptors, the results show that relevance is the most
important regarding website content, and interactivity is the least important
factor for content. All items asked were based on a 5-point Likert scale, ranging
from 1 as the Most Important to 5 as the Least Important.
The results imply that students want the website's activities to align with their
mainstream English classes. This feature helps them review the concepts
taught and do worksheets and practices to improve their understanding and
learning. According to Kucheriavy (2023), good content is what sets your
website apart from the masses, and all other components of your
Table 2D: Website Content results
Descriptors
Rank
INT
Relevance
1
Very important
Clarity
2
Fairly important
visual sources
3
Important
Interactivity
5
Not at all important
Not time-constrained
4
Slightly important
Legend:
1 -Very important
2- Fairly important
3-Important
4- Slightly important
5-Not at all important
website, such as design, visuals, and videos, provide a secondary support role.
The key to a successful website has clear, relevant, and keyword-rich content
that delivers the right message with power and conviction.
Hence, choosing the materials such as texts, stories, background design, and
other sources for a website was a crucial process that needed to be done with
careful consultation and alignment with the curriculum and content experts.
Aligning what supporting materials from the website and what the students
learned in English class is highly beneficial for the ELA learners to improve their
language proficiencies.
Table 2E shows the Assessment section results. There are five descriptors, and
all items were based on a 5-point Likert scale, ranging from 1 as the Most
Important to 5 as the Least Important. Accessible results ranked 1;
assessment difficulty ranked 2; suggestions for answers ranked 3; retake of
tests ranked 4; and generated scores for parents ranked 5.
The results reveal that students thought the most important assessment factor
was easily accessible scores or results. On the other hand, students believed
that the least important descriptor is the scores being able to be generated by
the parents or guardians.
Table 2E: Assessment Section results
Descriptors
Rank
INT
Retake of tests
4
Slightly important
Assessment difficulty
2
Fairly important
Legend:
1 -Very important
2- Fairly important
3-Important
4- Slightly important
5-Not at all important
Since the grades serve as an evaluation of student work, it is only natural for
the students to want transparency and accessibility of their scores after an
assessment is conducted or done. They would like to know about their
performance and in what parts of the evaluation or test did they perform well or
poorly.
According to Feldman(2020), the evidence is overwhelming that grades are a
source of anxiety for students and instructors alike. Between January 2019 and
February 2020, Stanford University's Challenge Success program surveyed
approximately 54,000 high school students in schools. The results indicated
that 76 percent of students reported worrying about the possibility of not doing
well in school, 75 percent of students said that they often feel stressed by their
schoolwork, and 72 percent of students reported that they constantly worry
about taking assessments.
When difficulty is much greater than learners' skills, anxiety appears. On the
contrary, boredom occurs if learners' skills already include what the activity
provides as a learning outcome. This idea is supported by the study of Gallego-
Durán et al. (2016), who claimed that to optimize learning, the difficulty of any
given exercise should match the learner's abilities. Matching the capabilities
means being so complex as to be an exciting challenge and so easy to be
reachable with a limited amount of effort in time. Therefore, correctly
estimating the difficulty of learning activities is the first step to optimizing the
learning process.
Hence, it was vital for the researcher that there was transparency in the scores
of the students on the language learning website so that they could
immediately know whether they passed or failed a test after taking it. In
addition, the activities on the website aimed to ensure that skills and
difficulties were balanced. A student must perform learning activities and
improve their results as a consequence of learning.
Development Phase
Development is the third phase of the ADDIE model. In this phase, there were
several activities such as 1) the researcher collected different relevant English
data sources to enrich the content materials for the website, including stories,
poems, videos, articles, and graphics to go together with the texts; 2) the
materials were checked and approved according to their relevance to the
curriculum by five other ELA teachers and the ELA coordinator, 3) typed and
edited the texts, 4) ran through the conduction of the design with five IT experts
and a website designer, 5) validated the draft of the development product after
experts' inputs were considered.
In analyzing the validity of the materials, inputs from subject matter experts,
such as ELA teachers and its coordinator, were obtained. At this stage, Content
Validity Ratio (CVR) by Lawshe was used.
Table 3A presents ten descriptors on content. The six content experts were in
perfect agreement with a content validity ratio of (1.00) for Criterion A: interpret
and construct meaning from spoken multimodal text; Criterion B: construct
meaning and interpret written, spatial, and visual aspects of texts, Criterion C:
recognize and use language suitable to the audience and purpose,
synchronization with the English mainstream topics, conformity between IB
MYP concepts and website content, Operational learning objectives,
conformity between learning objectives and material exposure and clarity of
the materials given. The results mean that they were all accepted and given
approval for implementation.
On the other hand, the experts were also in Agreement with CVR of (0.66) for
Criterion D: apply their understanding of language, form, mode, medium, and
literary concepts to express
Table 3A: Assessment from content experts based on MYP Language
Acquisition Criteria
Aspect of assessment CVR INT ACTION
Criterion B:
construct meaning and interpret 1.00 Perfect Accepted
written, spatial, and visual aspects Agreement
of texts
Criterion C:
recognize and use language suitable 1.00 Perfect Accepted
to the audience and purpose Agreement
Criterion D:
apply their understanding of language, 0.66 Agreement Accepted
form, mode, medium, and literary concepts but needs
to express ideas, values, and opinions in revision
a creative and meaningful way
revision
Legend:
+1 Perfect Agreement -Accepted
0.50-0.99 Agreement -Accepted but needs revision
0 - 0.49 Disagreement -Eliminated
-1 Perfect Disagreement -Eliminated
ideas, values, and opinions in a creative and meaningful way and conformity
between the materials' difficulty level and the students' ELA phases. The result
means that although the materials were accepted, they needed revisions
before implementation.
The researcher used the IB MYP language acquisition assessment criteria
derived from the MYP curriculum framework. According to
https://www.ibo.org/, this inquiry-based curriculum explores factual,
conceptual, and debatable questions in the study of language acquisition and
is the current curriculum being used at Chadwick International School.
Yusuf (2019) concurred that the minimum acceptable expert number is two for
content validation. However, most of the recommendations proposed a
minimum of six experts. Considering the recommendations of 5 to 8 experts
and the author's experience, the six experts invited by the researcher for
content validation were qualified and valid.
The analysis result was based on the mean score of all aspects, which was 0.93
in the Agreement category. It means that the materials for the website content
were in the range of Good qualifications but would still need some revisions.
According to Nikolopoulou (2022), content validity evaluates how well an
instrument covers all relevant parts of the construct it aims to measure.
Additionally, to achieve content validity, there has to be a degree of general
agreement, for example, among experts, about what a particular construct
represents.
In general, from the results of Table 3A, the higher the agreement among
panelists, the higher the level of content validity. However, the conformity of
the content with the IB MYP English Acquisition Guidelines still needed to be
looked at more closely and revised to make the materials more aligned with the
curriculum being used.
In addition to the content experts, the researcher also sought the help and
guidance of five (5) school IT experts and a website design professional to
Legend:
+1 Perfect Agreement -Accepted
0.50 -0.99 Agreement -Accepted but
Needs revisions
0 - 0.49 Disagreement -Eliminated
-1 Perfect Disagreement -Eliminated
approval for implementation. On the other hand, the IT experts were in
agreement with a CVR of (0.66) for website accessibility of the website. This
result means that although it was accepted, it required more revision.
The analysis result based on the mean score of all aspects was 0.94 with
Agreement interpretation. It meant that although the website had a good
qualifications, it still needed some changes before it got implemented.
Qualitatively, through a questionnaire, the IT experts also suggested requiring
students to use Google Chrome when they use the ABEE website as it is the
most compatible browser for the product.
It could be explained that the experts thought highly of the website. They
believed it was ready to be integrated into the ELA program of Chadwick
International School because 5 out of 6 descriptors earned a Perfect
Agreement interpretation, and only 1 out of 6 descriptors required a revision.
Implementation Phase
Implementation is the fourth phase of the ADDIE model. In this phase, the
website, which had been designed and developed, was integrated into the ELA
program of Chadwick International School for one term.
Table 4 reveals the number of weeks that the website was integrated into the
Phases 2 & 3 English Language Acquisition classes. It also shows the weekly
log-ins, the percentage of tests completed, and the percentage of tests
passed.
It is noted that Week 12 had the highest recorded log-ins at 29 times, the
highest percentage of tests done at 60 percent, and the highest percentage of
tests passed at 86.4 percent. On the other hand, the results show that Week 1
had the least log-ins at 19 times and the lowest percentage of tests passed at
60 percent. Weeks 1 and 5 also have the lowest percentage of tests completed
at 52 percent.
It can be disclosed from the Monitoring Form that there are two weeks (Weeks
7 and 8) that the students passed the tests with scores between 96-100 and
were interpreted as Excellent. There are also five weeks (Weeks 3, 5, 10, 11,
and 12) that the students passed the tests with scores between 86-95 and are
interpreted as Very Good, three weeks (Weeks 4, 6, and 9) that the students
passed the tests with scores between 76-85 and is interpreted as Good, one
week (Week 2)that the students passed the tests with scores between 66-75
and is interpreted as Average and one week (Week 1)that the students passed
the tests with scores between 56-65 and is interpreted as Fair.
Legend:
96-100 Excellent
86-95 Very Good
76-85 Good
66-75 Average
56-65 Fair
36-55 Poor
0-35 Very Poor
Based on the results, the researcher found out that for every 25 log-in
attempts, about 15 tests are completed by the students. It reveals that most of
the students found the tests on the website doable and within their proficiency
levels. Since the percentage of tests passed for Week 12 is 86.4% and
interpreted as Very Good, it means there was an improvement in the students.
It also shows that the more they used the website, the better they understood
the various tests and answered them more successfully.
For Lamas (2015), academic performance is the result of learning prompted by
the teaching activity by the teacher and produced by the student. In this study,
academic performance was expressed through grades or scores, which
resulted from passing or not specific website assessments in the three
components: Grammar, Reading Comprehension, and Listening and Viewing.
This meant that the students were involved in their learning. They planned for a
task, monitored their performance, and then reflected on the scores they
received after a test.
To conclude, from the results of Table 4, the more the students used the
website for reviewing English concepts, the more tests they could complete
and successfully pass. In other words, academic growth came from steady
work. Students had a much more productive time using the website if the tasks
were scheduled frequently, even briefly.
Evaluation Phase
Evaluation is the last step in the ADDIE model. In this phase, the participants
were asked to assess the ABEE website according to the success criteria
regarding its effectiveness in supporting English language acquisition.
Table 5 reveals that the website's effectiveness - clarity, the relevance of the
materials, compatibility of images, and text descriptors have a mean of
(x=3.77) and are interpreted as Very Good.
On the other hand, the assessment designs descriptor has a mean of (x=3.55)
and is interpreted as Good. The content difficulty descriptor has a mean of
(x=3.44) and is also interpreted as Good. Furthermore, the alignment with the
English learning objectives descriptor has a mean of (x=3.77) and is interpreted
as Very Good. In contrast, the Enrichment of English lessons descriptor has a
mean of (x= 3.55) and is interpreted as Good.
After careful analysis of the results, it became highly evident with the mean of
(x= 3.64) that the website has a Very Good effectivity rate. According to the
users' judgment, the website helped them achieve their task of studying
English lessons more effectively and clearly. The visuals and documents used
in the website were congruent with the MYP English Language Acquisition
class.
Legend:
NOTES
Levesque, Salem. "Effective Information Literacy Instruction Using the Addie
Model." Information Technology - UW Bothell, 25 Feb. 2019,
https://www.uwb.edu/it/service-catalog/teaching-learning/hybrid-and-online-
learning/instructional-design/addie.
Amendum, Steven J., et al. "The Effectiveness of a Technologically Facilitated
Classroom-Based Early Reading Intervention." The Elementary School Journal,
vol. 112, no. 1, University of Chicago Press, Sept. 2011, pp. 107–131. Crossref,
doi:10.1086/660684.
Yost, Sarah. "3 Simple Ways to Improve ELA Instruction." Edutopia.org, 3 Oct.
2019, https://www.edutopia.org/article/3-simple-ways-improve-ela-
instruction/.
Gupta, Sandeep. "Importance of Colors on Your Website and Brand Identity." UX
Collective, 15 Apr. 2020, https://uxdesign.cc/importance-of-colors-on-your-
website-and-logo-b5468e9f0a10. Accessed 4 Mar. 2023.
study received Goal Performances of Low and Low Averages in Reading and
Language Usage in their MAP Growth Assessment last Fall 2022. Their Lexile
Reading levels ranged from 735L to 1060L and were in the third-grade category.
For Grade 7 students, the norm Lexile range should be 1060L to 1375 at the
beginning of the year and 1095L -1410L at the end of the year. Hence, the
participants were four (4) levels lower than the norm for their age and grade.
have a good design and color scheme, usability, relevance, and accessible
assessment results.
valid and usable. The materials included on the website, such as stories,
poems, grammar tasks, videos, and other graphic sources, also conformed with
the MYP Language Acquisition curriculum as evaluated by the ELA content
experts. In addition, the website design experts were also in agreement with
the Content Validity Ratio, with a mean of 0.94.
the average number of log-ins per week was 25. For every 15 tests completed
by the students, 13 were passed or with scores of 50% and above. The average
percentage of the tests passed every week was 86.4%, interpreted as Very
Good. Hence, the students got higher scores on the assessments the more they
used the website at home.
students gave positive feedback on the ABEE website integration in ELA. The
website's effectiveness had a mean of 3.64 and was also interpreted as Very
Good.
Conclusions:
1. Analysis Phase -The data revealed that the six (6) Phase 2
participants in this study belonged to the <21 percentile and scored better than
21 percent of all the 2022 NWEA Norming study test takers. However, it also
meant that 80 percent scored the same or better than the student. On the other
hand, the three (3)Phase 3 participants belonged to the 21-40 percentile and
scored better than 21 - 40 percent of all the 2022 NWEA Norming study test
takers, but 60 - 79 percent scored the same or better than the students.
the website content was in the range of Good qualifications. However, it would
still need some revisions, specifically in editing Criterion D materials and
ensuring conformity between the materials' difficulty level and the students'
ELA phases. Regarding website design, it was also in the range of good
qualifications but would need more accessibility on any given server, not just in
Google Chrome.
had easy access to their scores, they were more motivated to complete a test
successfully. Close monitoring of the website users and sending quick
reminders to log in to the website helped encourage the students to include it
in their weekly routines.
the website was qualified and user-friendly and therefore interpreted as Very
Good. It also showed that using the ABEE website as an English language
support tool was an efficient source of supplementary materials for better
learning and understanding of the mainstream English lessons and curriculum.
Recommendations:
content experts are involved in choosing the materials for the website. Doing so
will ensure that additional enrichment and remedial materials for every ELA
Phase are available and that the website runs more flawlessly. The researcher
also recommends that the website caters to the other ELA Phases for the next
academic year, not just Phases 2 and 3, to encourage efficiency and vertical
alignment of the curriculum.
Mainstream English teachers are also asked to give feedback on how the
involved students perform in their classes in connection with the ELA program
and ABEE website as an additional language learning tool. The progress grades
for the terms should also be monitored to identify if the two platforms
influence them.