Action Research Essay

hookThis paper reports the gists of an treat look for (RA) on the efficaciousness of article of faith stories in a modernistic mood Teaching Stories with egress Telling Them. The purpose of this explore was to justify that how interactive centerings of learn stories en equal to(p)s students to perform burst in the schooltimeroom, how the interactive teaching expands the knowledge of some(prenominal)(prenominal) teachers and learners, and how the teacher, at the same time, is teaching and drawing on and attainment from the knowledge and experience of the students. That creates an ideal teaching cycle, a self-reinforcing teaching and never ending scholarship surgery. creationThe teacher move choose leaveicular designs and techniques for teaching a foreign wording in a particular context. No quick fix is guaranteed to provide success for all layerroom situations. ein truth(prenominal) learner is unique every teacher is unique so is every learner-teacher relations hip. The teachers pro instal task is, on that pointfore, to understand the properties of these relationships and set the yearroom environment accordingly.In other(a)(a) countries such(prenominal) as Nepal, students be taught to view their teachersas an authority and a knows-everything soulfulness in the classroom, and this value-based relationship hinders the learners from freely geting themselves in the classroom. In this firmly establish teacher-centered system, it is often offensive for the students to contradict the teachers point of view. This unequal classroom relationship is often seen as a cultural disposition. I believe that this is non a wise issue. M whatever published writings kick in critically looked at it.However, a teacher screw always adopt several(a) strategies to increase students participation in the classroom activities. In order to justify this possibility, I usaged a technique that I contain termed as teaching stories without telling them. If the stories ar cautiously chosen, students sense of smell what they do in the classroom is relevant and meaningful to their lives. Moreover, when asked to respond person-to-pers except to the texts, students become progressively confident almost communicateing their own ideas and emotions. The stories involve emotions as well as intellect, which adds to motivation and contri excepte to personal development. This is in particular very routineful where the classroom is often unaccompanied source of side of meat.BackgroundIm a new slope Teacher at Kaunlaran High train but I guard been teaching face for the last four year. The pre-requisite to join this programme is School Leaving present (SLC). Practically, the students who join this course range from SLC graduates to University graduates. I as well work at slope Speaking and query Club that runs classes for those who want to improve their speaking dexteritys. Interestingly, the members coming to this Club includ e school students to professionals and businesspersons. Certainly, the classes in twain settings are multi order in nature. I would like to refer to Hesss (2002) definition multi direct class is the class in which students vary considerably in their dustup and literary skills. In my slip of paper, students non sole(prenominal) differed in linguistic process aim, but likewise in age, motivation, expectations, attitude and interest.The ProcedureIn both places, I began with a pre-test in order to diagnose the learnerslevel of slope. The candidates were tested all their skills first day narration and writing and the routine day speaking and listening. Later they were divided into three mathematical groups named as triple fin (those marker less than 50%), triple 7 (those scoring amongst 50-60 %) and triple six (those scoring 60% above) according to their test results but they were non informed about it. Action plan teaching processSelecting a fabrication (I selecte d stories from books available in the market. I deliberately chose books that had an appropriate level of bar and length.) Briefing the students about the unlike nature of class (I told my students that they would have to read the text and be able to resultant role the incertitudes I would ask them in the class. I did non read the story. My intention as a teacher and facilitator was to ask questions very care salutaryy so that I would be able understand the story and students region was to make me understand the story.) Giving students the story to read at home as reading textile material assignment (I gave each student a copy of the same story to read at home.) chemical group the students according to their language proficiency level and carrying out the class (I asked simple factual questions to below medium group i.e. 555 reflective questions to average group i.e. 777 and defendive and judgmental questions to above average group i.e. 666.This actually engaged every student in the classroom activity. Moreover, they were very attentive when someone was speaking. This various types of questions actually motivated all level students to participate in the classroom activity.) Carry out interchange (I was very careful while carrying out the parole. Sometimes the students gave contradictory answers to the same question I asked. In such situation I played a very careful role I gave the students equal hazard to justify their answers. My job was to facilitate them to come to an bearing point.) Giving home assignment (I gave antithetical tasks to different group I asked the below average group to bring through a summary of the story, I asked the average group to imagine one of the characters in the story and write the story from their own perspective. For example, imagine that you are the brahman in the story, write a paragraph how these three thieves cheated you. I asked the above average group to interpret the story utilise their own feelings and emotions. For example, do you think you would punish these thieves if youwere a judge? Write a very logical paragraph of your argumentations.The students at the beginning were little puzzled but did non express openly. However, they participated very actively in the classroom activities. My primary aim was to promote learner autonomy, by supercharge them to take charge of their own instruction (Nguyen, 2005). This became even much interesting as I purposely did non read the story to create a real development gap. If I had read the story, I would already have known everything and then the questions I asked in the classroom would have been merely robotlike ones. For this reason, I claim that the classroom language was authentic.Classroom activityIn the classroom, I asked four different types of questions factual, reflective, interpretive, and judgmental. It is vital that we understand the nature of the different types of question. I have briefly described what they mean and quoted some prove questions I utilise in my classroom and their respective answers that students gave. They are as follows. a) Factual questions the questions are very simple and they can pick up the answer from the text very easily such as T what is the title of the story?555 Brahmin and thieves (they can pick from the text)T How many characters are there?555 There are four one Brahmin and three thieves.b) Reflective questions the types of questions are link with peoples emotions, feelings and associations for which the students have to intake their won feelings to characters, event and plot of the story such as T What could be another suitable title?777 Brahmin and the goat (they have to associate with the text.) T wherefore did they get word to fool the Brahmin?777 beca substance ab apply they want the goat.c) Interpretive questions the types of questions are related with meaning,purpose and values such as T Why do you think the title should be Brahmin and goat?666 Beca use the goat also has main role in the story.d) Judgmental question these sorts of questions allow the students to decide their feelings, emotions and response to the topic and raillery they have had together such as T Write a very logical description, why do you want to punish one? 666 I should judge very care amplyy. We all know that if we hightail it judge then there is no one to emboldenant poor people. In this case, any way the Brahmin is (sis) victim .In this way, every learner participated in the class. Though the class was multilevel, the task intentional for different levels was authentically challenging. The classroom rule was that only the group was supposed to answer the question, in case they did not answer then other group would answer.As far as the error field troubleed, I did not correct all the errors they made in the discussion. It does not mean that I treat all the errors. I corrected only world(prenominal) error not the local error. I agree with Browns (2000) definition that the local error is clearly and humorously recognized and recommended that they whitethorn not be corrected as long as the message is understood and correction may stir up a learner in the flow of communication. The global error needs to be corrected in some way since the message may otherwise remain unclear and rather ambiguous. I have corrected the errors watching the situation without disturbing in their attempt to produce the language.The resultI found a dramatic change in the classroom atmosphere all trying to say something, listening to others what they say. In fact, I had never had such satisf feat in my class before even though I use pair work, group work and role-play. In this sense, I agree with Nunans (as cited in Hiep 2005) suggestion that the teacher should use such activities that involve oral communication, carrying out meaningful tasks and apply language which is meaningful to the learners and as well as the use of materials that promotecommu nicative language use. Such activities helped the learners to get a line the ways of helping them to connect what is in the text to what is in their minds. One of the major advantages of this onslaught is that texts can be selected based on the richness and diversity of the language and on the relevance to the position learners who should hear them both meaningful and motivating. I refer Nguyen (20055) Exposing students to varieties of stories let them experience not only the beautiful language but also something beyond, such as sympathy with characters and engagement with emotional situations that relate to their actual lives.As a result, I found the activities vital for progress in language eruditeness process. Such discussion certainly enhances students ability to pay attention, remember new grammar and vocabulary, process ideas and response appropriately. Moreover, students get enough chances to express their own ideas and opinions and discuss the opinions and ideas of oth er students. I agree with Byrd and Cabetas (19919) by discussing these differences students learn to use English much clearly and to understand it recrudesce.Moreover, they learn to clarify their own ideas, values, perspectives, and learn from others. A major innovation that I have noticed about this technique is to systematically dribble a penny students ability to present their own ideas, opinions and feelings both accurately and confidently. I have particularly foc utilise on maximizing student-talking time and minimizing teacher-talking time in the classroom setting. This action question proved the idea of Breen and Candlin (as cited in Byrd and Cabetas 1991) that the teacher has two roles the first role is to facilitate the communicative process and to act as an independent participant within the teaching- encyclopaedism process entropy role is that of research worker and learner.Action Research EssayAbstractThis research is conducted to ensure out whether the use of identify can boost students level of self- cartel in learning English. send for is one of the methods used by teachers to facilitate students learning. Quantitative approach is selected to conduct the submit. Survey is distributed to form four 15 potent and 15 fe antheral students of SMK Sultan Abdul Aziz. confab is proven to help students increase their level of authorization in learning English. Therefore, teachers can maximize the use of bawl in their teaching. Key row Computer- support language learning, authority, English Chapter 1Introduction1.1 IntroductionThe development of applied science has devoted huge impact to the advancement of instructional technology in education. Therefore, many researchers have been conducted to investigate the effectiveness of computer usage in teaching and learning process. In this 21st century, most of the teachers use Computer Assisted run-in Learning (CALL) as one of the teaching pedagogy to facilitate students need in learning minment language.bookmans curiously in rural areas have inadequacy of confidence in using English as their uphold language. One of the major concern is they are afr economic aid of making mistakes either in speaking or written language. So, teachers should use different kinds of approach to overcome this issue. One of the approaches is by using CALL during teaching and learning process. Therefore, the need of this deal is to find out the usage of CALL in boosting students confidence level.1.2 Background of the field of honorIn learning second language, it is essential to have high confidence in using the language. consort to a school teacher of SK Dato Laksamana Raja Mahkota in Teluk Intan, the biggest problem hardihoodd by her in teaching English is deprivation of confidence among students. Students are reluctant to communicate in English, especially in conducting activity that requires them to use the language. Without confidence, students may have difficulties in using E nglish either in speaking or writing. Students with low confidence levelneed new methodology to motivate them do well in learning English. match to Liton Weili Xu (n.d), the usage of CALL indicates that second language students can benefit from greater confidence and motivation inclined the opportunity to communicate with varied audiences.1.3 Statement of the problemMany researchers have mentioned about the usage of CALL to boost students confidence level. However, there was little empirical study on the usage of CALL to boost confidence level among standby school students. Advances in technology now allow students in secondary schools to be connected to one another beyond the four walls of the classroom. Students can interact by subordinate matter of with(predicate) online discussion with other students from roughly the world. They can access huge amounts of education in seconds. They can share experiences through motion picture, still image, online blogs, chat rooms and messaging sites by using English language. It is such a swash if teachers miss out on opportunities to motivate the students unless they take advantage of the use of technology in the classroom. The to a greater extent students can share real experiences in the target language, the more than their confidence testament grow.1.4 Research markFor this study, the objectives are as follows1. To identify preferred course of studys used by the students in learning English. 2. To investigate the role of technology in boosting students confidence level in learning English. 3. To find out the difference between male and female students confidence level in using CALL.1.5 Research questionFor this study, the researchers look for to answer these research questions which are as follow 1. What are the preferred platforms of technology used by students in learning English? 2. Do students find technology ministrant in boosting their confidence in learning English? 3. Is there any difference b etween male and female students confidence level in using CALL?1.6 Significance of the studyMany students find it hard to learn English because it is not their mothertongue. They are also not confident to use the language and participate in class activity. The teaching of English language should be in a way that can boost their confidence and interesting. Therefore, this study admirationing the use of Computer-Assisted dustup Learning (CALL) in teaching English might help students to build their confidence in using the language.1.7 LimitationsThe limitations of this study are as follows1) This study will involve hold number of students from one of the schools in Teluk Intan, Perak. 2) This study will be conducted in limited time which is only two months. 3) The questionnaire will be distributed online through Facebook message which may create a barrier between researcher and responsive.1.8 Definition of termsIn this study, there are several terms that have been used which are Co mputer-Assisted Language Learning (CALL)Michael Levy (1997) defined Computer-Assisted Language Learning (CALL) as the search for and study of applications of the computer in language teaching and learning (p. 1). CALL involves the use of computer as instructional technology to teach students. Jones and Fortescue (1987) also mentioned in their study that computer is a flexible classroom aid which is very useful for both teachers and learners (as cited in Nzh Gunduz, 2005). The usage of CALL in classroom can help students to learn the language better in a different environment. Teachers can apply interesting approaches or strategies while teaching with the help from computer.ConfidenceSieler (1998) defined confidence as an individuals shoot a line (a self-construct) which leads a person to possess a dictatorial view of themselves or situations that they are in (as cited in Maizam Alias &Nurul Aini Hafizah Mohd Hafir, 2009). Every student has different level of confidence in their le arning process. Some of them may have high confidence and some have low. As mentioned by Stevens (2005), sureness refers to a persons expectation of his or her ability to achieve a goal in a givensituation (p.1). Therefore, in order to learn better, students need to have a good expectation of themselves which pith to have great confidence. 1.9 ConclusionThis chapter elaborates background, objectives, significance and limitation of the study. This chapter also addresses on the importance of using CALL in language teaching and learning. It is hoped that the usage of CALL will help students to overcome their problems in gaining self-confidence in learning English language. The next chapter will discuss on the findings from previous researchers. Chapter 2 publications ReviewThere are vast opportunities for the use of computer assisted language learning (CALL) to assist second language (L2) learners in the classroom. Lee (2000) noted that Although the potential of the Internet for edu cational use has not been fully explored yet and the average school still makes limited use of computers, it is obvious that we have entered a new information age in which links between technology and TESL have already been established(p.1).Learning another language is a difficult task and advances in slow, steady increments. Almekhlafi (2006) investigated student attitudes with regard to the effectiveness of CALL. He found CALL users had a positive attitude toward using CALL and had a high intention and satisfaction to use it in the future due to their perception of its utility and educational benefits. Results also showed a high self-perception of knowledge gain as a result of using CALL (p.134).Furthermore, it is suggested by Trites (2006) that asynchronous communication activities such as email, blogs and tell-pal activities can boost student confidence by providing them the opportunity to slow down oral-like exchanges. Students can self-correct, use dictionaries, and take time to search for the right words or for reflection. In addition, most language teachers face the same big problem, which is to get students to respond in a classroom, perhaps because they have no confidence in responding to the teachers and afraid of making mistakes. Therefore, CALL is used to enhanceconfidence level of the students. According to Ducate & Lomicka (2005), he concluded that shy students may feel more comfortable in the relatively anonymous and equalizing environment of blogs and may therefore be more unforced to share their comments with classmates.It is supported by Hata (2003), who claimed that CALL allows collaborative learning activities, encourages participants to take active roles in communication, allows participants to have control over their learning, facilitates negotiation of meaning between students and encourages students to be less self-conscious of their language(p.117). McIntosh (2005) experimented with an action research project designed to test whethe r techniques in information and communications technology (ICT) could provide more extension for stronger pupils, to stretch their abilities in language. McIntosh indicates, Several new social technologies can improve writing and reading skills, as well as encouraging high order thinking skills (Personal blog, September 30, 2005).Studies have shown that students are comfortable using CALL technology and feel that it is beneficial to their learning. Many of the applications create an environment where language production and analysis are slowed down, thereby giving students more opportunity to self-pace and self-correct. Furthermore, CALL technology provides a venue where shy students have equal opportunity for participation and do not have to be aggressive to be heard. Students may be more likely to be active participants in the learning process. As a result, they will have more confidence in using English Language in their daily life.Wen-chi Vivian Wu, cusk Ling Yen and Michael M arek (2011) mentioned in their research paper that technology such as computer helps people to interact wherever they are. It just depends on the willingness of people to either use it or not as for example in the world of education where educators can use part of technology as a learning tool. Fresen (2007) also supported the idea of using technology in teaching by stating that the choices of technology is one of the work outs in fostering students active learning (as cited in Wen-chi Vivian Wu, Ling Ling Yen & Michael Mare, 2011). The use of computer assisted language learning (CALL) such as video conferencing can help students to have real communication which can make them use English on a uniform basis (Wen-chi Vivian Wu, Ling Ling Yen & Michael Mare, 2011).This canmake students to feel confident in using English language. It has been supported by Ortega (2009) in which he mentioned that the use of CALL for learning boost students confidence in using English (as cited in Wen-c hi Vivian Wu, Ling Ling Yen & Michael Mare, 2011). As Reza Dashtestani (2012) said in his journal, there have been changes in educational context whereby students have great interest in the application of computers and technology. With the developments of educational tools, language teachers are trying new ways to integrate technology into teaching methodology. Over a certain period, computer assisted language learning (CALL) become one of the method to replace tralatitious method of teaching. However, the question is whether the use of CALL is beneficial to boost students confidence level. Many studies have examined CALL as an approach to second language instruction. Basically, learners are more motivated in learning when they the process or learning is enjoyable. Students confidence level can be seen whether they are willing to communicate in using English language.Often time, learners refused to use English language because of embarrassed about making mistakes and escape of flu ency. According to Lee (2000), Warschauer and Healey (1998) in research done by Ferit (2013), using CALL in teaching can support learning in variety of ways, enable pair and group work, promote global learning, enhance students achievement and confidence, create opportunities to treasure from various sources and motivate learners. However, to achieve positive result of using CALL, competent teachers that are equipped with skills and strategies were needed to integrate the used of CALL in the classroom.In the research, the respondents got brainsick and motivated when the teachers introduced blogs and wikis to them in learning writing skills. They felt confident to write and express themselves using English language and willing to correct the mistakes done. The teacher used Voice Thread website by spiriting spokesperson to teach speaking skills. This method encouraged the learners to speak rather than speaking in front of the class. They refused to use English language in front of their friends because lack of confidence and they think their friends will laugh at them. So, the teacher shifted to new method to boost their confidence in using English language.As mentioned by Kung (2002), it has been recognized by educators that utilizing Computer Assisted Language Learning (CALL) programs can lead toindependent and collaborative learning environments as well as allow students to have language experiences as they acquire their second language which consists of different stages. Computer technology or computer assisted language learning programs can be stimuli for second language learning where it can promote learning motivation (Lee, 2000 Taylor, 1980).It was proposed by Cheng-Chieh Lai and Kritsonis (2006) that through various communicative and interactive activities, computer technology can help second language learners fortify their linguistic skills, affect their learning attitude, and build their self-instruction strategies and self-confidence (p. 2). Comp uter technology nowadays provides many benefits for second language learning where it allows learners to become independent and work on their learning material by themselves (Rost, 2002). According to Robertson, Ladewig, Strickland, and Boschung (1987), participants who are involved with computer assisted language learning programs had significantly higher self-esteem ratings than regular students.With the rapid development of technology in this globalized era, Cheng-Chieh Lai and Kritsonis (2006) also stated thatComputers can capture, analyze, and present entropy on second language students mathematical operations during the learning process. As we know, observing and checking students learning progress are very of the essence(predicate) activities to help students achieve their second language acquisition (p. 3).Furthermore, technology helps students to learn grammar and writing. According to Thanawan Suthiwartnarueput and Punchalee Wasanasomsithi (2012), the researchers claime d that the students in Thailand had positive attitudes toward using Facebook as a means of learning grammar and writing because Facebook provided them a convenient and attractive means to engage in discussions with the teacher and other users who had better grammatical knowledge. They also claimed that students can construct new knowledge later they interact with other people on Facebook. When students receive comments and suggestions, they can use the information given to improve their language skills.But, as for Abeer H. Malkawi (2010), the students did not depend much on tape measure recording machine to learn English language skills. According to the researcher, the presence of a teacher in a classroom is considered among the most important and they did not put technology as the main source of learning English. Moreover, Lenka Temerov (2007) claimed that the students did not feel confident to speak in English even after they listen to different accents of the language. The am azement is usually caused by students inability to adjust to native speakers speech.Some studies were conducted to see the difference of level of confidence between male and female in using CALL. There is a study done by Comber, Colley, Hargreaves, and Dorn (1997) where they found out that male possessed more positive attitudes and confidence more than female.Chapter 3 methodology3.1 IntroductionThe purpose of this study is to find out the usage of CALL in boosting students confidence level. For this study, the researchers seek to answer these research questions which are as follow 1. What are the preferred platforms of technology used by students in learning English? 2. Do students find technology helpful in boosting their confidence in learning English? 3. Is there any difference between male and female students confidence level in using CALL? 3.2 Research DesignThis study will be conducted using three-figure method. Researches will distribute questionnaires to secondary school students to know whether the usage of CALL can increase their confidence level in learning English Language. police detectives plan to use this method because it involves numerical data which later on can be calculated easily. 3.3 Population and samplingThe researchers use non probability sampling which is convenience sampling. The sample of this study consists of 30 Form Four students of Sekolah Menengah Kebangsaan Sultan Abdul Aziz, Teluk Intan Perak. 3.4 Method of data collectionThe questionnaires were distributed through online, which is Facebook close message. Researcher used Facebook because it saves time, energy and cost. Besides, researcher found that it would be easier for respondents to answer the questionnaire through online.3.5 InstrumentationResearcher used a set of refresh for this study. It was adapted from various researchers Jenny Brooks, Jia-Chyi Chu, Laura Marquez, Leticia Parsons & Nan Zhang (n.d.) and Dogan Bulut & Ali Farhan Munify Abuseileek (2007). Accord ing to Moras (2001), as cited in research done by Sanja Seljan, Norbert Berger, Zdravko Dovedan, there are three phases of CALL. In this study, the researchers adapted questionnaires from various researchers that only focused on two phases, which were Communicative approach and Integrative approach. The Communicative approach focuses skill practice in a non-drill format, such as language games, reading, and text reconstruction. Meanwhile, the Integrative CALL approach is based on multimedia system computers and the Internet that combine text, graphics, sound, animation and video.The field used consists of three sections which were demographic background, section A, and section B. Demographic background is a survey on respondents information. Items that had to be filled by respondents are age, school and gender. Section A consists of five general questions about Computer-Assisted Language Learning. Meanwhile, in section B, respondents were required to make a choice based on the lev el of their agreement. The level of agreement comprised of five stages, 1-strongly disagree, 2-disagree, 3-average, 4-agree, and 5-strongly agree. Section B consists of four questions for each skill in language (reading, listening, speaking, and writing). The questions in this survey were designed based on research questions.3.6 Validity and ReliabilityThis research used a new developed questionnaire whereby the researchers look into few aspects which are listening, speaking, reading, and writing. The hardness of the questionnaire was tested in terms of face validity. Face validity involves process of survey pre-testing to avoid misunderstanding and misinterpretation of the compass points. The pre-test was conducted and theresult showed that the incidents do not violate face validity. This proves that the respondents did not misunderstand the questionnaire. So, this research survey was shown to have high validity.Meanwhile, the reliability of the questionnaire was measured by co nducting a pre-test survey to students. A set of questionnaires was distributed to examine the reliability of the items which consists of items that are similar but have different wording. The result of the pre-test was found to be incoherent because the respondents gave different answers for the similar items. Therefore, the items were reviewed and modified in order to increase the reliability of the items.3.7 Pilot StudyThe questionnaire was piloted to ten students from Kuliyyah of Engineering in IIUM. The respondents were briefed by researchers about the purpose and way to answer the survey. They were given 15 minutes to complete the survey. The survey was conducted at Kuliyyah of computer architecture and Design cafe during lunch hour. The data collected from the survey was tabulated and analyzed using SPSS to determine the validity and reliability of the questionnaires. Due to small sample size of respondents, the Cronbach Alpha was found to be 0.63.8 Data line of battle Proce dures and time frameThe research began in April until June 2014. It took approximately two months to complete this research. This research used survey as the instrument for data collection. It took several procedures which were getting consent from respondents, briefing about the details of the survey, distributing the survey through online and collecting the data.3.9 Data Analysis PlanThis research consists of three research questions. The first research question is What are the preferred platforms of technology used by students in learning English? The data was analyzed by using Microsoft Excel to see the highest percentage of platform preferred chosen by the respondents. The data was visualized by using bar graph. The second research question is Do students find technology helpful in boosting their confidence in learning English? The items which turn to this research question were constructedusing Likert scale ranging from one to five (strongly disagree to strongly agree). For t his research question, the researcher focused on the answer from the respondents which range from four to five because the researcher want to know whether CALL helps to boost students confidence level in learning English.The data was illustrated in bar graph by using Microsoft Excel. The three research question is Is there any difference between male and female students confidence level in using CALL? The data was analyzed according to gender to see the differences between male and female students confidence level in using CALL. The researcher used the same result from second research question and observed if there is any difference between male and female respondents of their election in answering the items given. The result that was shown in the bar graph will determine their level of confidence. Chapter 4 FindingsResearch Question 1 What are the preferred platforms of technology used by students in learning English? cipher 1 date 1 showed that 20 out of 30 respondents chose Fa cebook as their platform in learning English. That took up 66.67% of the respondents. Skype and other platform took up the least number of respondents, with one respondent respectively, which carried 3.33 % of the sample.Research Question 2 Do students find technology helpful in boosting their confidence in learning English?Figure 2Figure 2 showed three items in the survey which addressed the research question two. The first item is I feel confident to use tape recorders in listening classes. As for the first item, 13 out of 30 which is 43.33% of the respondents concur that tape recorders help them to be confident in listening class. That was the highest number of preferred answer by the respondents. Meanwhile only seven respondents did not feel confident using tape recorders in listening class that comprises 23.33% of the sample. The second item is I feel confident to speak after listening to different accents from English movies.As for the second item, 20 out of 30 which is66.67% of the respondents hold that they feel confident to speak in English after listening to different accent of English native speakers. Meanwhile only four respondents did not feel confident to speak after listening to different accent of English native speakers that comprises 13.33% of the sample. The third item in the survey is Chatting using social network helps me write better in English. As for the second item, 24 out of 30 which is 80% of the respondents claimed that chatting helps them to write better in English. Meanwhile only eight respondents which is 26.67% disagree that chatting helps them to write better in English.Research Question 3 Is there any difference between male and female students confidence level in using CALL?Figure3Figure 3 showed the difference of answers given by both respondents male and female. According to the figure, 27 male respondents agreed that they had high level of confidence in using CALL. Meanwhile, 7 of them did not have the confidence in usin g CALL. As for female respondents, there were also 27 of them who had high level of confidence in using CALL. Meanwhile, there were 6 female respondents who did not have the confidence in using CALL. So, the level of confidence between male and female was slightly different because there was more number of male respondents who disagreed that they had confidence in using CALL.Chapter 5 DiscussionsThe research showed that the respondents preferred platforms of technology in learning English is Facebook. This result is parallel with the previous research done by Thanawan Suthiwartnarueput and Punchalee Wasanasomsithi (2012). They claimed that the students in Thailand had positive attitudes toward using Facebook as a means of learning grammar and writing because Facebook provided them a convenient and attractive means to engage in discussions with the teacher and other users who had better grammatical knowledge.This research also proved that students find technology helpful in boostingt heir confidence in learning English. They felt confident to use tape recorder in listening class. This result contradicts with the previous research done by Abeer H. Malkawi (2010). According to her research, the dependence on tape recorder to learn English language skills is low. The author believes that these statistics are disappointing as the percentage of those using tape recorder should be higher since this method is easy to use, has low cost to own, and it can be easy moved from one place to another. Moreover, using the tape recorder can help students record their own statements and hear again. It is unfortunate that the methods of radio and tape recorder are not well-used although they have so many benefits in helping students improve their listening comprehension. The presence of a teacher in a classroom is considered among the most important.Besides, the respondents felt confident to speak after listening to different accents from English movies. This result contradicts wi th the previous research done by Lenka Temerov (2007). According to the researcher, the students did not feel confident even after they listen to different accents of English. The embarrassment is usually caused by students inability to adjust to native speakers speech.The respondents also agreed that chatting using social network helps them to write better in English. This result is parallel with the previous research done by Thanawan Suthiwartnarueput and Punchalee Wasanasomsithi (2012). According to the researchers, students can construct new knowledge after they interact with other people on Facebook. When students receive comments and suggestions, they can use the information given to improve their language skills.The findings also suggested that there is a slight difference between male and female students confidence level in using CALL. There was more number of male respondents who disagreed that they had confidence in using CALL. This was contradicted with the previous study done by Comber, Colley, Hargreaves, and Dorn (1997) where they found out that male possessed more positive attitudes and confidence more than female.Chapter 6 ConclusionIn conclusion, CALL is proven to be helpful in boosting students confidence level in learning English. Although this research was limited by the small convenience sample and time constraint, the information about the use of CALL could be important for educators who develop educational programs also for students to perform better in English language. The findings of this study suggest that additional works needs to be done on to replicate and ex dispose the study on CALL and students confidence level in learning English in other schools. Even if the current finding was stronger, it would be difficult to generalize the finding to other schools.ReferencesCheng-Chieh Lai &Kritsonis, W. A. (2006). The advantages and disadvantages of computer technology in second language acquisition. National Journal for Publishing and M entoring Doctoral Student Research, 3(1), p.2.Comber, C., Colley, A., Hargreaves, D. J., & Dorn, L. (1997). The effects of age, gender, and computer experience upon computer attitudes. statemental Research, 39(2), pp. 123-133.Dashtestani, R. (2012). Barriers to the Implementation of CALL in EFL courses Iranian EFL teachers Attitudes and Perspectives. Jalt mobilise Journal, 8(2). Gunduz, N. (2005). Computer Assisted Language Learning .Journal of Language and Linguistic Studies, 1(2), pp. 193-214.Kung, S. C. (2002). A framework for successful key-pal programs in language learning. CALL-EJ Online, 3(2). Retrieved March 7, 2014, fromhttp//www.clec.ritsumei.ac.jp/english/callejonline/6-2/SCKung.htm Lee, K.W. (2000). English teachers barriers to the use of Computer assisted language learning.The Internet TESL Journal, Retrieved June 25, 2006, fromhttp//www.4english.cn/englishstudy/xz/dissertation/barrirMaizam Alias &NurulAiniHafizahMohdHafir. (2009). The relationship between academicsel f-confidence and cognitive performance among engineering students.Academia.eduShare Research.Rost, M. (2002). modern Technologies in Language Education Opportunities for ProfessionalGrowth. Retrieved March 7, 2014 fromhttp//www.longman.com/ae/multimedia/pdf/MikeRost_PDF.pdfRobertson, E. B., Ladewig, B. H., Strickland, M. P., &Boschung, M. D. (1987). set upment of self-esteem through the use of computer-assisted instruction. Journal of Educational Research, 80(5).Sanja Seljan, N. B. (n.d.). Computer assisted Language Learning. Retrieved March 12, 2014, from http//dzs.ffzg.unizg.hr/text/call.pdfSieler, A. (1998). Self-confidence. Retrieved March 15, 2014,fromhttp//www.newfieldaus.comStevens, T. G. (2005).Self-confidence. RetrievedMarch 15, 2014, from http//www.csulb.eduTaylor, R. (1980). The computer in the school Tutor, tool, tutee. New York Teachers College Press.Wu, W.-C. V., Yen, L. L., & Marek, M. (2011). Using Online EFL Interaction to Increase Confidence, Motivation, and Abil ity.Educational Technology & Society, 14 (3), pp. 118 129.Xu, L. W. (n.d.). Using CALL to Enhance the Confidence of Foreign Language Learners. p.8.Action Research EssayThe English Language dominates a higher prestige in the Philippines just as it enjoys a higher part in the Philippine Education System. Thus, authentic English Language teaching and learning environment should be given a full blast attention naturally and effectively. In this age of globalization, where society is being transformed and is transformed by technology, so too are innovative ways in teaching and learning the English subject. It should be noted that as time flies, the number of Filipino English Language Learners has rapidly increased.These learners are full of hopes and dreams to learn the language of the world that every English subject is accountable for. Yet, he/she needs not to be idealist to expect that by the end of the academic year, learners will be great English speakers, readers, spellers, writers and listeners. There may be some variables that may hamper the learning process however this should not block the goal of English teacher to bring the English language in the open. Furthermore, the spread of English as instructional language and the emergence of technology as a fast learning stock should be mutually enforced.Indeed, technology has revolutionized the teaching of the English subject, as the last few decades have support the role of English as Lingua Franca which means any language for communication between groups who no other common language (Matthew, 2009) from this context, the researcher takes the challenge to lead an action in finding out the most effective way to create a better if not the best intervention material in teaching English subject so as to improve the performance of the students. multimedia system applied science is the answer.The researcher believes that the ability to incorporate educational opportunities that multimedia technology promises wi ll tremendously be the key ingredients in making it possible for English Teachers to address core educational challenge. Moreover, multimedia technology is employ for the upliftment of modern styles. It somehow satisfies both visual and auditory sense of the students. With the spread and development of English around the world, it has been learned and used by more and more learners.Nonetheless, multimedia technology applies interactive computer elements such as graphics, text, video, sound and animation to deliver a message. On the wings of change the use of multimedia technology should be a must for English teachers because in using such, pictures and images enrich the kernel of the subject matter. Through the whole interactive process, it can be visibly experienced that using multimedia is effective in nurturing students in learning the English subject at the same time enhances the teachers interest in teaching English.As Zhang (2010) points out, multimedia offers students rich resource materials-both authentic and instructional as well as attractive and friendly interface, vivid pictures, pleasant sounds which to a large extent overcomes the lack of authentic language environment and arouses students intense in learning the English subject. By far English teachers should already give walls to traditional teaching as it only gives the class monotony and boredom. They should try something new and different, something that captivates pupils attention and interest and that is MULTIMEDIA TECHNOLOGY.Come to think of this, traditional English teaching allows the teacher spend time on writing the vital language points and important information on the chalkboard. While, with the use of MULTIMEDIA TECHNOLOGY, the class becomes more attentive, more active and the teacher just uses the button and keyboard to show significant content in a few seconds. Moreover with the same courseware, the English teacher does not need to write some notes several times in different cl asses, hence saving time and energy.The researcher observes that pupils tend to be preoccupied with things not connected with the English subject, thus affecting their performance. Nonetheless, the pupils lack learning competencies especially in their grammar skills, noting details, sequencing events, and getting the main idea from a selection being read. Hence, MULTIMEDIA TECHNOLOGY is extremely suggested as it increases students motivation to learn. (WanZek et. Al. 2008). With the above literature, the researcher aims to find out the effectivity of multimedia technology in improving the performance of storey Six section 5 pupils of Mandaluyong Elementary School.Statement of the Problem This action research seeks to find out the effectiveness of multimedia technology as an intervention tool in improving the performance of Grade Six-5 pupils of Mandaluyong Elementary School. Specifically, the study aims to answer the following questions 1. What is the extent of performance of Grad e Six section 5 pupils before and after the use of multimedia technology? 2. Is there a significant difference between the extent of performance of Grade Six section 8 pupils in their English class before and after the use of multimedia technology?Significance of the Study The patriarchal objective of this study is to provide complete, balanced and modern concepts on the effective use of multimedia technology. Essentially, the researcher believes that result of this study will be significant to the following people To the Pupils they will be the direct recipients of the study, they will be more enthusiastic in the English subject upon experiencing multimedia technology in the classroom.To the English Teachers they will have a better understanding on the use of multimedia technology thus enabling them to adopt such tool thereby improving their skills and strategies in teaching English. To the School Administrators this study will be of great help as it will create a milleu of se ntiency about multimedia technology so that they can assist their teachers on the modern teaching of thupplement classroom activities. e English subject.To the Future Researchers this will serve as a springboard for further research activities on the use of multimedia technology with the purpose of using it to s Conceptual Framework The use of multimedia technology is one effective tool in teaching English. It has to be affirmed that it really enhances pupils comprehension on the subject matter thus improving their performance. Expert and scholars say that multimedia assisted instruction certainly improve learning motivation and attention of learners increases interactivity, satisfies individualized demand and monitors the learning pin down of the learner.The researcher will make use of a flow chart that will serve as his road map in coming out with the desired result. It will describe how he will introduce the use of multimedia technology as an intervention material in improving the performance of students in English. The flow chart shows how the result of pre-test will serve as a guiding factor for the researcher to think of the multimedia technology. From this, the improved performance of the pupils should be visibly reflected in their post test. Figure 1 shows the conceptual framework of the study.