The Effects of Computer-Assisted Instruction Based on Top-Level Structure Method in English Reading and Writing Abilities of Thai EFL Students

Autor/inn/en	Jinajai, Nattapong; Rattanavich, Saowalak
Titel	The Effects of Computer-Assisted Instruction Based on Top-Level Structure Method in English Reading and Writing Abilities of Thai EFL Students
Quelle	In: English Language Teaching, 8 (2015) 11, S.231-244 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Grade 9; Multivariate Analysis; Computer Assisted Instruction; Experimental Groups; Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; Reading Skills; Writing Skills; Statistical Analysis; Foreign Countries; Instructional Effectiveness; Pretests Posttests; Student Interests; Graphs; Thailand + Suchen Sie Ihr Suchwort? School year 09; 9. Schuljahr; Schuljahr 09; Multivariate Analyse; Computer based training; Computerunterstützter Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Statistische Analyse; Ausland; Unterrichtserfolg; Studieninteresse; Grafische Darstellung
Abstract	This research aims to study the development of ninth grade students' reading and writing abilities and interests in learning English taught through computer-assisted instruction (CAI) based on the top-level structure (TLS) method. An experimental group time series design was used, and the data was analyzed by multivariate analysis of variance (MANOVA) with repeated measures as well as basic statistical and line graphs. The results demonstrate that the experimental group attained significantly higher development in English reading and writing at the 0.001 level and registered significantly higher interests at the 0.01 level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01