The Effect of a Computer Program Based on Analysis, Design, Development, Implementation and Evaluation (ADDIE) in Improving Ninth Graders’ Listening and Reading Comprehension Skills in English in Jordan

Talal Alodwan,Mosaab Almosa

doi:10.5539/elt.v11n4p43

Abstract

The study aimed to assess the effectiveness of a computer program based on Analysis, Design, Development, Implementation and Evaluation (ADDIE) Model on the achievement of Ninth Graders’ listening and Reading Comprehension Skills in English. The study sample comprised 70 ninth graders during the second semester of the academic year 2016/2017. The selected students were distributed into two groups: an experimental group and a control one. A computer program based on Analysis, Design, Development, Implementation and Evaluation (ADDIE) was prepared, and a 40-item listening test in addition to a 40-item reading comprehension test were designed according to modules outcomes which were presented in (Teachers’ Book Action Pack 9). Validity and reliability were ensured for both tests. The results showed a statistically significance difference at (α=0.05) between the mean scores of the control compared to the experimental group on both tests (listening achievement test and reading comprehension achievement test) due to the independent variable implementing a computerized program based on ADDIE Model in favor of the experimental group.

Highlights

1.1 Introduction of the ProblemThere are four skills in learning a language: listening, speaking, reading, and writing
The results showed a statistically significance difference at (α=0.05) between the mean scores of the control compared to the experimental group on both tests due to the independent variable implementing a computerized program based on ADDIE Model in favor of the experimental group
The first question addressed whether there are any statistically significant differences (α=0.05) between the mean score of the control group and the experimental group on the listening comprehension test due to the teaching method

Summary

Introduction

There are four skills in learning a language: listening, speaking, reading, and writing. Listening and reading are called receptive or passive skills, and speaking and writing are productive or active skills. The language teacher still deals with each skill separately, identifying the errors committed by the students and suggesting possible remedies (Singhal & Vohra, 2011). Teachers need to understand that the problems their students face in reading, speaking, and writing may be related to inadequate listening skills which are the foundation of all the other language skills (Petty, 2004). According to Marrison (2002), web-based activities can be updated to support students at different proficiency levels, and foreign-language teachers have found ways to integrate technology into their lesson planning and instruction. The use of web-enabled learners gives access to a range of online language learning resources

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Discussion

Conclusion