This document summarizes a study that examined the effect of an interactive game program on the listening skills of elementary school students in Taiwan. The study involved students from 6 grades who were split into an experimental and control group. Both groups took a pre-test and the experimental group received instruction through the interactive game program while the control group received conventional teacher-directed instruction. After the treatment, both groups took a post-test to assess differences in listening skills. The results were analyzed to determine if the interactive game program was more effective than traditional instruction in developing English listening skills.

1. The Effect of the Interactive Game
Program in Listening Skill in
Elementary School Student
Presenter: Ni-Jyun Cathy Liu
Instructor: Dr. Pi-Ying Teresa Hsu
Date: June 3, 2013

2. Contents

3. Introduction

4. English becomes world language.
Background
Nutta (1998) found that low proficiency
students who received computer-based
instruction performed better than those
in the teacher directed instruction group.

5. Purpose
To find out whether interactive game
program is effective in listening skills

6. 1. Does Interactive Game Program instruction
facilitate in learning English listening skill
on six grades students of elementary school
in central Taiwan?
Research Question

7. 2. Is the score of Experimental group will
be higher than Control group in post-
test?
Research Question

8. Literature
Review

9. Motivation
Many studies of human learning have
shown that motivation is a key to
learning.
(Crookes & Schmidt, 1991)

10. Definition of Computer-Assisted Language Learning
Computer-Assisted Language Learning is
related to the use of computers for
language teaching and learning.
(Hashemi & Aziznezhad, 2011, P832)

11. Definition of Computer-Assisted Language Learning
Computer-Assisted Language Learning (CALL)
has gained a boost from developments in
technology, psychology, and education and its
literature abounds with studies that scrutinized
the role of computer in language classes as “a
significant tool for language teaching and
learning”
(Rahimi & Hosseini, 2011, P184).

12. Definition of Interactive Game Program
Juul (2003) proposes six parameters of game:

13. Facilitate in language learning with Game-based learning
Game makes learning easier and faster,
also makes learning entertaining and fun.
The result of playing game can encourage
learner to challenge themselves in order to
win the game.
(Bern, Gonzales,& Camacho, 2013)

14. According to constructivist theory, learners are
active participants in tasks in which they
"construct" new knowledge derived from their
prior experience.
(Greany, 2002)
Facilitate in language learning with Game-based learning

15. Methodology

18. Six grades
students
<40 students>
Control Group
<20 students>
Experimental
Group
<20 students>

20. Cambridge English Young Learner Test
Computer lab

22. Conduct pre-test
Control group →Conventional instruction
Experimental group→Interactive game instruction
Conduct post-test
22

23. A-Experimental Group1(EG1) ；B-Control Group (CG)；
O1-Pre-test；O2-Post-test；X1-treatment1

24. T-
test
Data Analysis

25. Example of YLE (Listening part)
Listen and draw lines. There is one example.
□

26. Experimental Group Control Group
Time 45 minutes 45 minutes
Material
Computer which installs Interactive Game
Program
Listening material of YLE Starter
Warm up
Teacher will introduce how to use
Interactive Game Program and
demonstrate the procedure.
Teacher will introduce some words in
YLE Starter in oral to make sure students
understand.
Presentation
1. Teacher only provide instruction that
how to operate the game.
2. Teacher won’t do any instruction
about the lesson
Teacher will play the CD player to teach.
(i.e. Song related to Starter level)
Practice
Students will do the test in the end of
game.
Students will fill in the worksheet with
listening material.
26
Example of Lesson Plan

27. Learning by teaching
---(Cathy, 2012)
Thanks for your listening.