Comparison of integrated and traditional teaching English alphabets methods in Preschool children
Poster Presentation
Paper ID : 2157-SSRC (R2)
Authors
1Department of motor behavior، Faculty of sport sciences، ,Alzahra University، Tehran، Iran، Ministry of Education
2Department of motor behavior, Faculty of sport sciences, Alzahra University, Tehran, Iran
3Department of English، Faculty of Literature ، ,Alzahra University، Tehran,، Iran
Abstract
Background: The integrated teaching methods of foreign language have been developed and physical education has become a part of this curriculum due to the importance of activity in the learning process and reducing physical activity level of children. These methods increase the motivation of children to participate in such educational programs. In Iranian Brailletonik sport, movement is performed based on braille codes. Therefore, it can be used in integrated teaching.
Purpose: The purpose of the present study was to compare the integrated and traditional teaching methods of English alphabets in preschool children.
Methodology: The participants were 37 healthy preschool children aged 5-6 yr. (M=5.3, SD=0.2) who were randomly selected from 3 kindergartens in Tehran and assigned to 3 groups of Brailltonik (n=12), motor games (n=13), and traditional method (n=12). The curriculum included 15 sessions (3 sessions of 45 min per week) and teaching 15 letters of the English alphabet (capital & small letters). In the integrated teaching groups, fundamental movement skills were performed by Brailletonik or motor games, and in the traditional group, flash cards were used. In the post-test, participants’ learning was assessed based on a 20-point test, including writing spoken letters or pronouncing displayed letters.
Results: The result of one-way ANOVA indicated the significant effect of group (F (2,34) = 7.673, p = 0.002). The pairwise comparisons showed the higher retention of Brailletonik group (M = 19.2) relative to the motor game (p= 0.009) and traditional teaching groups (p= 0.008), and there was no significant difference between the two groups of motor game (M= 16.2) and traditional teaching (M= 14.3).
Conclusion: According to the results, although the methods of Brailletonik, motor games and traditional had positive effects on learning English alphabets, but integrated Brailletonik method led to more learning than other methods.
Purpose: The purpose of the present study was to compare the integrated and traditional teaching methods of English alphabets in preschool children.
Methodology: The participants were 37 healthy preschool children aged 5-6 yr. (M=5.3, SD=0.2) who were randomly selected from 3 kindergartens in Tehran and assigned to 3 groups of Brailltonik (n=12), motor games (n=13), and traditional method (n=12). The curriculum included 15 sessions (3 sessions of 45 min per week) and teaching 15 letters of the English alphabet (capital & small letters). In the integrated teaching groups, fundamental movement skills were performed by Brailletonik or motor games, and in the traditional group, flash cards were used. In the post-test, participants’ learning was assessed based on a 20-point test, including writing spoken letters or pronouncing displayed letters.
Results: The result of one-way ANOVA indicated the significant effect of group (F (2,34) = 7.673, p = 0.002). The pairwise comparisons showed the higher retention of Brailletonik group (M = 19.2) relative to the motor game (p= 0.009) and traditional teaching groups (p= 0.008), and there was no significant difference between the two groups of motor game (M= 16.2) and traditional teaching (M= 14.3).
Conclusion: According to the results, although the methods of Brailletonik, motor games and traditional had positive effects on learning English alphabets, but integrated Brailletonik method led to more learning than other methods.
Keywords
Proceeding Title [Persian]
Comparison of integrated and traditional teaching English alphabets methods in Preschool children
Authors [Persian]
Abstract [Persian]
Background: The integrated teaching methods of foreign language have been developed and physical education has become a part of this curriculum due to the importance of activity in the learning process and reducing physical activity level of children. These methods increase the motivation of children to participate in such educational programs. In Iranian Brailletonik sport, movement is performed based on braille codes. Therefore, it can be used in integrated teaching.
Purpose: The purpose of the present study was to compare the integrated and traditional teaching methods of English alphabets in preschool children.
Methodology: The participants were 37 healthy preschool children aged 5-6 yr. (M=5.3, SD=0.2) who were randomly selected from 3 kindergartens in Tehran and assigned to 3 groups of Brailltonik (n=12), motor games (n=13), and traditional method (n=12). The curriculum included 15 sessions (3 sessions of 45 min per week) and teaching 15 letters of the English alphabet (capital & small letters). In the integrated teaching groups, fundamental movement skills were performed by Brailletonik or motor games, and in the traditional group, flash cards were used. In the post-test, participants’ learning was assessed based on a 20-point test, including writing spoken letters or pronouncing displayed letters.
Results: The result of one-way ANOVA indicated the significant effect of group (F (2,34) = 7.673, p = 0.002). The pairwise comparisons showed the higher retention of Brailletonik group (M = 19.2) relative to the motor game (p= 0.009) and traditional teaching groups (p= 0.008), and there was no significant difference between the two groups of motor game (M= 16.2) and traditional teaching (M= 14.3).
Conclusion: According to the results, although the methods of Brailletonik, motor games and traditional had positive effects on learning English alphabets, but integrated Brailletonik method led to more learning than other methods.
Purpose: The purpose of the present study was to compare the integrated and traditional teaching methods of English alphabets in preschool children.
Methodology: The participants were 37 healthy preschool children aged 5-6 yr. (M=5.3, SD=0.2) who were randomly selected from 3 kindergartens in Tehran and assigned to 3 groups of Brailltonik (n=12), motor games (n=13), and traditional method (n=12). The curriculum included 15 sessions (3 sessions of 45 min per week) and teaching 15 letters of the English alphabet (capital & small letters). In the integrated teaching groups, fundamental movement skills were performed by Brailletonik or motor games, and in the traditional group, flash cards were used. In the post-test, participants’ learning was assessed based on a 20-point test, including writing spoken letters or pronouncing displayed letters.
Results: The result of one-way ANOVA indicated the significant effect of group (F (2,34) = 7.673, p = 0.002). The pairwise comparisons showed the higher retention of Brailletonik group (M = 19.2) relative to the motor game (p= 0.009) and traditional teaching groups (p= 0.008), and there was no significant difference between the two groups of motor game (M= 16.2) and traditional teaching (M= 14.3).
Conclusion: According to the results, although the methods of Brailletonik, motor games and traditional had positive effects on learning English alphabets, but integrated Brailletonik method led to more learning than other methods.