Effectiveness of E-TLM in Learning Vocabulary in English

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Autor/in	Singaravelu, G.
Titel	Effectiveness of E-TLM in Learning Vocabulary in English
Quelle	In: Journal on English Language Teaching, 1 (2011) 2, S.77-82 (6 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2231-3338
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Secondary School Students; Electronic Learning; Vocabulary Development; Instructional Effectiveness; Multimedia Instruction; Experimental Groups; Achievement Tests; Reliability; Content Validity; Pretests Posttests; Scores; Achievement Gains; Foreign Countries; India + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Sekundarschüler; Wortschatzarbeit; Unterrichtserfolg; Multimediales Lernen; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Reliabilität; Achievement gain; Leistungssteigerung; Ausland; Indien
Abstract	The study enlightens the effectiveness of e-TLM in Learning Vocabulary in English at standard VI. Objectives of the study: 1. To find out the problems of conventional TLM in learning vocabulary in English. 2. To find out the significant difference in achievement mean score between the pre test of control group and the post test of control group. 3. To find out the significant difference in achievement mean score between the pre test of Experimental group and the post test of Experimental group. 4. To find out the impact of Multimedia package on e-TLM in Learning Vocabulary in English at standard VI. Methodology: Parallel group Experimental method was adopted in the study. Sample: Sixty pupils of studying in standard VI from Maruthamalai Devastanam Higher secondary school Vadavalli, Coimbatore were selected as sample for the study. Thirty students were considered as Controlled group and another thirty were considered as Experimental group. Tool: Researcher's self-made achievement test was used as a tool for the study. An achievement test consisted of fifty questions. Under this study, the reliability had been computed using split-half method and the calculated value comes to 0.82. The value is quite significant and implies that the tools adopted were reliable. Hence the reliability was established for the study. The expert opinion of the co staff was obtained before freezing the design of the tools. Subject experts and experienced teachers were requested to analyse the tool. Their opinions indicated that the tool had content validity. Procedure of the study: 1. Identification of the problem by administering pre-test to the both groups. 2. Planning. 3. Preparation of TLM through package. 4. Execution of activities through using e-TLM.5.Administering post-test. Findings: 1. In the pre-test, students score 22% marks in learning English vocabulary through conventional method and the Experimental group students score 76% marks. It shows that Students of standard VI Maruthamalai Devastanam Higher secondary school Vadavalli, Coimbatore have problems in learning English vocabulary through conventional method. 2. There is no significant difference between the pre test of control group and post test control group in achievement mean scores of the pupil of standard VI in learning English vocabulary through Multimedia Package at Maruthamalai Devastanam Higher secondary school Vadavalli, Coimbatore. 3. There is significant difference between the pre test of Experimental group and post test of Experimental group in achievement mean scores of the pupils in learning English vocabulary. 4. Learning vocabulary in English by using e-TLM gave significant improvement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04