| รหัสดีโอไอ | 10.14456/jis.2016.19 |
|---|---|
| Creator | Nittaya Manuy, Chonlada Laohawiriyanon |
| Title | Effects of Using Captioned and Keyword-only Pictures on Grade 2 Learners' English Speaking Ability |
| Publisher | Faculty of International Studies, Prince of Songkla University |
| Publication Year | 2016 |
| Journal Title | Journal of International Studies, Prince of Songkla University |
| Journal Vol. | 6 |
| Journal No. | 2 |
| Page no. | 227-248 |
| ISSN | 2228-8864 |
| Abstract | The purposes of this study were to examine the effects of using captioned and keyword-only pictures on Grade 2 learners' English speaking ability and to examine factors affecting their English speaking ability. The participants were recruited from 49 Grade 2 learners (25 females and 24 males) in a public primary school in Songkla, southern Thailand. They were selected by purposive sampling and randomly assigned into two experimental groups: captioned picture group and keyword-only picture group. The data were collected from pre-, post-, retention tests and semi-structured interview. Following CEFR oral assessment criteria, the results revealed that in the captioned pictures group, Grade 2 learners' English speaking ability significantly increased from poor level to fair level, specifically in 'range' and 'accuracy' (Z = -2.236, p <.05). For keyword-only picture group, it was found that the learners' speaking performance increased from poor level to fair and good levels at the significant difference 0.01 (Z = -3.145, p <.01). The three highly improved sub-skills were 'interaction', 'fluency' and 'range'. For further studies, the researcher should use a larger sample size and add a control group. It may well be interesting to compare the effects of using multi-modalities (pictures, keywords and sound) and bi-modalities (pictures and sound) on learners' English speaking ability. |
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