Effects of Using Phonics Instruction and Computer Assisted Language Learning to Enhance Word Pronunciation of Primary III Students

Nalinee Pudpetchkaeo, Parussaya Kiatkheeree, Supanrigar Watthanaboon


This paper aimed to develop computer assisted language learning (CALL) and investigate Primary III students’ competency in reading aloud before and after using phonics instruction and the CALL. The samples consisted of 26 Primary III students in the second semester of academic year 2016 at Watsawangmanus School. Data was collected through the CALL on phonics, an evaluation form in English reading aloud with a difficulty index value at 0.72, discrimination at 0.61 and reliability at 0.90. The data was analyzed by using means, standard deviation, and t-test for dependent. The study found that computer assisted language learning had the efficiency level at 80.44/80.31 that was in line with the criteria at 80/80. The results of the study revealed that the students’ competency in reading aloud after using the phonics instruction and the CALL were significantly higher at .05 level.

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