The Effects Of Multimedia Learning And Pupils’ Characteristics On Achievement In English Vocabulary And Pronunciation Proficiency
| dc.contributor.author | Jingjit, Mathukorn | |
| dc.date.accessioned | 2017-11-02T01:32:53Z | |
| dc.date.available | 2017-11-02T01:32:53Z | |
| dc.date.issued | 2014-02 | |
| dc.description.abstract | English has become important in an increased global openness and communication. However, Thai primary pupils are still lacking in English vocabulary and are not proficient in pronunciation. The ineffectiveness of the educational media and pupils’ characteristics is suspected as the two main factors causing the low achievement of Thai pupils studying English. The objective of this study is to investigate the effects of learning through multimedia and pupils’ characteristics on vocabulary knowledge and pronunciation proficiency of third grade Thai pupils. This study was conducted using quantitative and qualitative approaches. For the quantitative approach, a time series test was applied to a pretest-posttest group, whereas for the qualitative approach, interviews with the related Thai English teachers and pupils were conducted. Forty-two pupils, aged 8-10 years, from Municipal School 2 in Hadyai district, Songkhla province in southern Thailand were selected as participants. Results showed that multimedia learning on English vocabulary knowledge positively and significantly improved pupils’ vocabulary knowledge, but not its depth. This study also found that multimedia learning positively and significantly improved pupils’ proficiency in pronouncing /θ/, /ð/, /v/, /g/, /s/, /p/, /p/, /t/, /k/ phonemes. Additionally, this study also found that pupils’ vocabulary knowledge and pronunciation proficiency are associated with their English knowledge background, computer literacy, and socioeconomic status.The findings from the interviews and questionnaires, supported Thai English teachers’ and pupils’ perceptions that both multimedia learning and pupils’ achievement in English vocabulary knowledge are correlated with their pronunciation proficiency. However, it is important to note that for an effective multimedia implementation, two prerequisites should be fulfilled. First, facilities and equipment must be made available, and second, the contents in the learning materials must be appropriate. | en_US |
| dc.identifier.uri | http://hdl.handle.net/123456789/5216 | |
| dc.language.iso | en | en_US |
| dc.publisher | Universiti Sains Malaysia | en_US |
| dc.subject | The effects of multimedia learning | en_US |
| dc.subject | in English vocabulary | en_US |
| dc.title | The Effects Of Multimedia Learning And Pupils’ Characteristics On Achievement In English Vocabulary And Pronunciation Proficiency | en_US |
| dc.type | Thesis | en_US |
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