A Correlational-Comparative Study of Perception of ICT Use in the Classroom and Academic Achievement of Grades 3 and 4 Students in Chinese Language Class at Prasarnmit Primary School International Program in Bangkok, Thailand

Authors

  • SIJIA LIU Assumption University
  • Orlando Rafael González González

Keywords:

Chinese as a Foreign Language, Perception of ICT Use in the Classroom, Academic Achievement, Thailand, Primary School.

Abstract

This study was conducted to identify whether there was a significant difference in perception of ICT use in the classroom between Grades 3 and 4 students learning Chinese as a foreign language at Prasarnmit Primary School International Program (PPiP) in Bangkok, Thailand. Also, this study examined the relationship between the perception of ICT use in the classroom held by these students and their academic achievement in Chinese language class. ICT Use in Learning Chinese Questionnaire, comprised of 13 items using a 5-point Likert scale, was used for measuring the level of perceptions of ICT use in the classroom. Forty-eight students participated in this study, conducted during the academic year 2018-2019. The research findings showed that Grade 3 students held, on average, a moderate perception of ICT use in the classroom in Chinese language class, while Grade 4 students held a positive perception instead. The study also showed that the level of academic achievement of Grade 3 students in Chinese language class was satisfactory, while for Grade 4 students was fairly good. The results showed that there was no significant relationship between perception of ICT use in the classroom and academic achievement of both Grades 3 and 4 students in Chinese language class at PPiP. Also, there was no significant difference in perception of ICT use in the classroom between Grades 3 and 4 students in Chinese language class at PPiP.

Author Biographies

SIJIA LIU, Assumption University

ICT and education

Orlando Rafael González González

Ph.D., Assistant Professor, Lecturer, Graduate School of Human Sciences, Assumption University, Thailand.

References

Alderete, M. V., & Formichella, M. M (2016). The effect of ICTs on academic achievement: The Conectar Igualdad programme in Argentina. CEPAL Review, 119, 83-100.

Adolph, K, E., & Kretch, K. S. (2015). Gibson’s theory of perceptual learning. In H. Keller (Ed.), International encyclopedia of social and behavioral sciences (2nd ed., Vol. 10, pp. 127-134). New York, NY: Elsevier.

Brun, M., & Hinostroza, J. E. (2014). Learning to become a teacher in the 21st century: ICT integration in initial teacher education in Chile. Educational Technology and Society, 17(3), 222-238.

Delcloque, P. (2000). History of CALL. Retrieved from http://www.ict4lt.org/en/History_of_CALL.pdf

Drigas, A., & Charami, F. (2014). ICTs in English learning and teaching. International Journal of Recent Contributions from Engineering, Science & IT (iJES), 2(4), 4-10.

Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.

Guo, Y., Cao, Y., & Wang, L. (2015). Effects of teacher information technology use on students’ math academic performance-based on a follow-up study of junior high school teachers in three school districts. Education Research, 1,130-137.

Ji, J. (2016). The effects of information and communication technology on student math achievement: Path analysis in structural equation modeling (Unpublished master’s thesis). State University of New York at Buffalo, Buffalo, NY, USA.

Khan, S.A., Bhatti, R., & Khan, A.A. (2011). Use of ICT by students: A survey of Faculty of Education at IUB. Library Philosophy and Practice. Retrieved from http://digitalcommons.unl.edu/libphilprac/677

Korsvold, A-K., & Rüschoff, B. (Eds.) (1997). New technologies in language learning and teaching. Strasbourg: Council of Europe.

Levy, M. (1997). Computer-assisted language learning: Context and conceptualization. Oxford: Oxford University Press.

Levy, M., & Stockwell, G. (2006). CALL dimensions: Options and issues in computer assisted language learning. Mahwah, New Jersey: Lawrence Erlbaum & Associates.

Little, D. (1996). Freedom to learn and compulsion to interact: promoting learner autonomy through the use of information systems and information technologies. In R. Pemberton, S. L. Edward, W. W. F. Or, & H. D. Pierson (Eds.), Taking control: Autonomy in language learning (pp. 203–219). Hong Kong: Hong Kong University Press.

Löwel, S., & Singer, W. (2002): Experience-dependent plasticity of intracortical connections. In M. Fahle and T. Poggio (Eds.), Perceptual learning (pp. 3-18). Cambridge, MA: MIT Press.

Mafuraga, M., & Moremi, M. (2017). Integrating information and communication technology in English language teaching: A case study of selected junior secondary schools in Botswana. International Journal of Education and Development using Information and Communication Technology, 13(1), 142-152.

Ministry of Education. (2008). The Basic Education Core Curriculum. Bangkok: Ministry of Education.

Mitchell, R., & Myles, F. (2004). Second language learning theories. London: Hodder Arnold.

Ocque, K. E. (2016). Coteaching at an elementary school level in a suburban setting (Unpublished doctoral dissertation). Walden University, Minneapolis, MN, USA.

Samuel, R. J., & Bakar, Z.A. (2006). The utilization and integration of ICT tools in promoting English language teaching and learning: Reflections from English option teachers in Kuala Langat District, Malaysia. International Journal of Education and Development using Information and Communication Technology, 2(2), 4-14.

Su, M. (2017). The influence of information and communication technology (ICT) on Chinese and Korean students’ math achievement in PISA 2015 (Unpublished master’s thesis). State University of New York at Buffalo, Buffalo, NY, USA.

Warschauer, M. (1996). Computer-assisted language learning: An introduction. In S. Fotos (Ed.), Multimedia language teaching (pp. 3-20). Tokyo: Logos.

Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language Teaching, 31, 57-71

Warschauer, M. & Meskil, C. (2000). Technology and second language teaching. In J. Rosenthal (Ed.), Handbook of undergraduate second language education (pp. 308-318). Mahwah, New Jersey, USA: Lawrence Erlbaum.

Wang, H., & Ou, X. (1996). The influence of non-intellectual factors on second language acquisition. Foreign Language Teaching in Shandong, 1(6), 81-83.

Downloads

Published

2021-04-29

How to Cite

LIU, S., & González, O. R. G. (2021). A Correlational-Comparative Study of Perception of ICT Use in the Classroom and Academic Achievement of Grades 3 and 4 Students in Chinese Language Class at Prasarnmit Primary School International Program in Bangkok, Thailand. Scholar: Human Sciences, 12(2), 141-153. Retrieved from http://www.assumptionjournal.au.edu/index.php/Scholar/article/view/3998

Most read articles by the same author(s)

1 2 > >>