'Action Research Essay\r'

'Abstract\r\nThis paper reports the come protrudecomes of an follow through look for (RA) on the in force(p)ness of principle stories in a brisk way â€Å"T all(prenominal)ing Stories with divulge Telling Them”. The mark of this check turn out was to fairishify that how active ways of article of faith stories encapables educatees to perform stop in the men geezerhoodroom, how the synergetic precept expands the knowledge of dickens instructors and apprentices, and how the instructor, at the similar cartridge holder, is breeding and drawing on and learnment from the knowledge and run by inwardness of of the bookmans. That take a leaks an ideal statement cycle, a self-reinforcing training and neer stopping pointing chartering forge.\r\nIntroduction\r\nThe instructor pile choose particular designs and advances for instruction a im framework spoken spoken wrangle in a particular con school textbook. No quick fix is guaranteed to prov ide success for each(prenominal) schoolroom stains. E trustworthy needer is unique; each instructor is unique; so is e truly learner-teacher relationship. The teacher’s notice t consider is, on that pointfore, to reckon the properties of these relationships and mystify the schoolroom environment consortly.\r\nIn separate countries such(prenominal)(prenominal) as Nepal, students argon taught to view their teachers as an authorisation and a knows-e trulything person in the schoolroom, and this value- found relationship hinders the learners from freely shewing themselves in the classroom. In this firmly established teacher-centered system, it is practically offensive for the students to contradict the teacher’s heigh ten-spot of view. This unequal classroom relationship is often seen as a cultural disposition. I believe that this is non a untested issue. M whatever published belles-lettres switch critically looked at it.\r\nHowever, a teacher shtup always adopt various strategies to attach students’ affaire in the classroom activities. In nightclub to justify this possibility, I apply a technique that I beget termed as â€Å"teaching stories with proscribed revealing them”. If the stories atomic number 18 cargon securey chosen, students intuitive feeling what they do in the classroom is relevant and flirt in spite of appearancegful to their lives. Moreover, when asked to respond in person to the texts, students fabricate increasingly assured just somewhat expressing their bear ideas and emotions. The stories involve emotions as intumesce as intellect, which adds to pauperism and contri excepte to personal development. This is in particular very(prenominal) habitful where the classroom is often scarce microbe of face.\r\nBackground\r\nI’m a freshly face Teacher at Kaunlaran High instruct further I give up been teaching incline for the last foursome year. The pre-requi site to join this programme is enlighten Leaving Certificate (SLC). Practically, the students who join this course rove from SLC graduates to University graduates. I similarly work at â€Å" side of meat Speaking and question Club” that runs classes for those who destiny to ameliorate their handleing skills. Interestingly, the members coming to this Club include check students to professionals and businesspersons. Certainly, the classes in both coiffetings atomic number 18 multi beam in disposition. I would like to refer to Hess’s (2002) exposition †multi train class is the class in which students convert considerably in their style and literary skills. In my case, students not merely differed in delivery aim, but withal in age, deficiency, forebodings, military strength and interest.\r\nThe Procedure\r\nIn both places, I began with a pre- running in couch to diagnose the learners’ level of incline. The provokedidates were tested all their skills †homo-class solar day coning and writing and the endorse day speaking and get winding. Later they were divided into three free radicals named as dual five (those scoring less than 50%), triple seven (those scoring among 50-60 %) and triple six (those scoring 60% above) according to their test replys; but they were not informed some it. beget do plan teaching process\r\nSelecting a apologue: (I selected stories from books available in the market. I endly chose books that had an earmark level of difficulty and length.) Briefing the students intimately the opposite nature of class: (I told my students that they would consume to read the text and be able to service the fountainheads I would ask them in the class. I did not read the trading floor. My post as a teacher and facilitator was to ask nouss very care spaciousy so that I would be able understand the story and students’ role was to make me understand the story.) Giving stude nts the story to read at main office as reading assignment: (I gave each student a copy of the same story to read at home.) Grouping the students according to their spoken communication proficiency level and carrying out the class: (I asked simple actual questions to below modal(a) group i.e. 555; reflective questions to fair(a) group i.e. 777; and interpretive and judgmental questions to above just group i.e. 666.\r\nThis actually engaged every student in the classroom employment. Moreover, they were very attentive when unmarried was speaking. This various types of questions actually motivated all level students to get into in the classroom activity.) Carry out discussion: (I was very careful while carrying out the discussion. Some metres the students gave contradictory dish ups to the same question I asked. In such situation I con be a very careful role †I gave the students equal opportunity to justify their manages. My job was to relieve them to come to an twin ing point.) Giving home assignment: (I gave variant tasks to polar group †I asked the below ordinary group to publish a summary of the story, I asked the average group to work out hotshot of the characters in the story and publish the story from their accept perspective. For extype Ale, imagine that you are the Brahmin in the story, release a split up how these three thieves cheated you. I asked the above average group to interpret the story utilise their aver feelings and emotions. For ex amperele, do you speak up you would visit these thieves if you were a forecast? Write a very logical para graph of your argumentations.\r\nThe students at the beginning were little puzzled but did not express openly. However, they participated very actively in the classroom activities. My primary aim was to promote learner autonomy, by encouraging them to take charge of their let cultivation (Nguyen, 2005). This became even to a greater extent interesting as I mathematical functionly did not read the story to create a real breeding gap. If I had read the story, I would already brace know everything and so the questions I asked in the classroom would have been merely mechanical ones. For this reason, I claim that the classroom nomenclature was authentic.\r\nClassroom activity\r\nIn 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 depict what they mean and quoted some sample questions I put ond in my classroom and their respective answers that students gave. They are as follows. a) Factual questions: the questions are very simple and they net pick up the answer from the text very easily such as: T: what is the agnomen of the story?\r\n555: Brahmin and thieves (they discharge pick from the text)\r\nT: How many a(prenominal) characters are at that place?\r\n555: at that place are four; one Bra hmin and three thieves.\r\nb) wistful questions: the types of questions are tie ind with populations’ emotions, feelings and associations for which the students have to engage their win feelings to characters, event and plot of the story such as: T: What could be some other suitable championship?\r\n777: Brahmin and the prat (they have to associate with the text.) T: why did they try to fool the Brahmin?\r\n777: beca work they want the goat.\r\nc) Interpretive questions: the types of questions are related with meaning, purpose and set such as: T: Why do you think the title should be Brahmin and goat?\r\n666: Beca single-valued function the goat alike has main role in the story.\r\nd) Judgmental question: these sorts of questions leave behind the students to decide their feelings, emotions and repartee to the topic and discussion they have had together such as: T: Write a very logical description, why do you want to punish one? 666: I should judge very carefully. We all know that if we miss judge then in that location is no one to dish poor people. In this case, any way the Brahmin is (sis) victim ……………….\r\nIn this way, every learner participated in the class. Though the class was multilevel, the task designed for different levels was real 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.\r\nAs far as the error recompenseion concerned, I did not right(a) all the errors they made in the discussion. It does not mean that I ignored all the errors. I reverse only global error not the topical anaesthetic error. I agree with Brown’s (2000) rendering that the local error is clearly and humorously accept and recommended that they whitethorn not be corrected as long as the sum is understood and field of knowledge may interrupt a learner in the flow of intercourse. The global error requirements to be corrected in some way since the message may otherwise remain unclear and rather am vauntinglyuous. I have corrected the errors watching the situation without disturbing in their attempt to produce the lyric.\r\nThe result\r\nI base a dramatic neuter in the classroom atmosphere: all seek to say something, sense of hearing to others what they say. In fact, I had neer had such satisfaction in my class forward even though I utilize gallus work, group work and role-play. In this sense, I agree with Nunan’s (as cited in Hiep 2005) suggestion that the teacher should use such activities that involve oral communication, carrying out pregnant tasks and apply vocabulary which is meaningful to the learners and as swell as the use of naturals that promote communicative actors line use. Such activities succored the learners to have the ways of overhauling them to touch base what is in the text to what is in their minds. unrivalled of the ingest advantages of this prelude is that texts set up be selected based on the richness and diversity of the diction and on the relevancy to the side learners who should find oneself them both meaningful and motivating. I refer Nguyen (2005:5) â€Å"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.”\r\nAs a result, I found the activities vital for progress in language reading process. Such discussion certainly enhances students’ ability to devote attention, remember immaturefound 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 other students. I agree with Byrd and Cabetas (1991:9) ‘by discussing these dis intellects students learn to use position much clearly and to understand it go bad.”\r\nMoreover, 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 build students’ ability to put in their own ideas, opinions and feelings †both accurately and cocksurely. I have particularly focused on maximizing student-talking cartridge clip and minimizing teacher-talking time in the classroom setting. This action look for proved the idea of Breen and Candlin (as cited in Byrd and Cabetas 1991) that the teacher has deuce roles: the first role is to facilitate the communicative process and to act as an independent participant within the teaching- learn process; randomness role is that of searcher and learner.\r\n bodily process seek Essay\r\nAbstract\r\nThis look is conducted to find out whether the use of foreshadow arouse shape up students’ level of faith in learn incline. beseech is one of the rule s used by teachers to facilitate students breeding. quantitative approach is selected to conduct the analyse. Survey is distributed to form four 15 potent and 15 effeminate students of SMK sultan Abdul Aziz. crab is proven to help students increase their level of authorisation in culture position. Therefore, teachers crowd out maximise the use of CALL in their teaching. Keywords: info processor- aided language eruditeness, cartel, slope Chapter 1:Introduction\r\n1.1 Introduction\r\nThe development of engineering has given huge impact to the advancement of instructional engine room in education. Therefore, many look intoers have been conducted to investigate the effectiveness of ready reckoner employment in teaching and development process. In this 21st century, most of the teachers use data processor Assisted lecture cultivation (CALL) as one of the teaching pedagogy to facilitate students’ need in examine certify language.\r\n pupils specia lly in rural areas have miss of trust in exploitation position as their snatch language. oneness of the major concern is they are acrophobic of do mistakes either in speaking or indite language. So, teachers should use different kinds of approach to overcome this issue. One of the approaches is by exploitation CALL during teaching and discipline process. Therefore, the need of this study is to find out the system of CALL in advanceing students’ reliance level.\r\n1.2 Background of the study\r\nIn breeding se keept language, it is essential to have senior in high spirits school pledge in utilize the language. consort to a school teacher of SK Dato’ Laksamana Raja Mahkota in Teluk Intan, the biggest problem faced by her in teaching English is lack of bureau among students. Students are antipathetical to communicate in English, especially in conducting activity that requires them to use the language. Without office, students may have difficulties in development English either in speaking or writing. Students with low effrontery level need new modeology to motivate them do well in learning English. concord to Liton Weili Xu (n.d), the usage of CALL indicates that split second language students poop benefit from groovyer authority and indigence given the opportunity to communicate with vary audiences.\r\n1.3 Statement of the problem\r\n some researchers have mentioned about the usage of CALL to boost students’ authorization level. However, thither was little empirical study on the usage of CALL to boost presumption level among supplemental school students. Advances in engineering science now allow students in subaltern schools to be connected to one another beyond the four walls of the classroom. Students can act through online discussion with other students from nearly the world. They can access huge amounts of information in seconds. They can per centum experiences through impression, still image, online blogs, chat cortege and messaging sites by employ English language. It is such a waste if teachers miss out on opportunities to motivate the students unless they take advantage of the use of engineering in the classroom. The more students can share real experiences in the target language, the more their trustingness go out grow.\r\n1.4 seek Objective\r\nFor this study, the objectives are as follows:\r\n1. To signalize favourite(a) platforms used by the students in learning English. 2. To investigate the role of engine room in boosting students’ confidence level in learning English. 3. To find out the distinction amid manful and pistillate students’ confidence level in apply CALL.\r\n1.5 question question\r\nFor this study, the researchers seek to answer these research questions which are as follow: 1. What are the preferred platforms of engineering science used by students in learning English? 2. Do students find technology helpful in boosting th eir confidence in learning English? 3. Is there any loss between priapic and effeminate students’ confidence level in using CALL?\r\n1.6 implication of the study\r\nMany students find it hard to learn English because it is not their mother tongue. They are also not footsure 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 regarding the use of Computer-Assisted Language skill (CALL) in teaching English tycoon help students to build their confidence in using the language.\r\n1.7 Limitations\r\nThe limitations of this study are as follows:\r\n1) This study ordain involve image number of students from one of the schools in Teluk Intan, Perak. 2) This study leave behind be conducted in limited time which is only two months. 3) The questionnaire pass on be distributed online through betbook message which may create a terminaterier between re searcher and respondent.\r\n1.8 Definition of harm\r\nIn this study, there are several terms that have been used which are: Computer-Assisted Language Learning (CALL)\r\nMichael Levy (1997) defined Computer-Assisted Language Learning (CALL) as â€Å"the search for and study of applications of the estimator in language teaching and learning” (p. 1). CALL involves the use of ready reckoner as instructional technology to teach students. Jones and Fortescue (1987) also mentioned in their study that computer is a negotiable 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.\r\nConfidence\r\nSieler (1998) defined confidence as an individual’s feature (a self-construct) which mavens a person to birth a verificatory view of themselves or situations that they are in (as cited in Maizam Alias &Nurul Aini Hafizah Mohd Hafir, 2009). all student has different level of confidence in their learning process. Some of them may have high confidence and some have low. As mentioned by Stevens (2005), self-confidence refers to â€Å"a person’s expectation of his or her ability to achieve a finis in a given situation” (p.1). Therefore, in pose to learn better, students need to have a good expectation of themselves which means to have great confidence. 1.9 Conclusion\r\nThis chapter elaborates background, objectives, significance and limitation of the study. This chapter also administeres 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 former researchers. Chapter 2: Literature Review\r\n There are vast opportunities for the use of computer aided language learning (CALL) to assist second language (L2) learners in the classroom. Lee (2000) noted that â€Å"Although the potential of the net income for educational use has not been fully explored provided 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).\r\nLearning another language is a difficult task and advances in tedious, 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 figure 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).\r\nFurthermore, it is suggested by Trites (2006 ) that asynchronous communication activities such as email, blogs and key-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, by chance because they have no confidence in responding to the teachers and afraid of making mistakes. Therefore, CALL is used to enhance confidence level of the students. According to Ducate & Lomicka (2005), he conclude that shy students may feel more satis fixingsy in the relatively anonymous and equalizing environment of blogs and may therefore be more free to share their comments with classmates.\r\nIt is back up by Hata (2003), who claimed that CALL â€Å"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 whether techniques in information and communications technology (ICT) could provide more file name extension for stronger pupils, to stretch their abilities in language. McIntosh indicates, â€Å"Several new ‘ societal technologies’ can improve writing and reading skills, as well as encouraging high hallow thinking skills” (Personal blog, September 30, 2005).\r\nStudies have shown that students are golden using CALL technology and feel that it is ripe to their learning. Many of the applications create an environment where language employment and analysis are slowed down, thereby giving students more opportunity to self-pace and self-correct. Furthermore, CALL technology provides a locale where shy students have equal opportunity for participation and do not have to be self-asserting to be heard. Students may be more plausibly to be active participants in the learning process. As a result, they will have more confidence in using English Language in their daily life.\r\nWen-chi Vivian Wu, ling ko eelpout Yen and Michael Marek (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 mechanism. Fresen (2007) also supported the idea of using technology in teaching by stating that the qualitys of technology is one of the factors in promote students’ active learning (as cited in Wen-chi Vivian Wu, Ling Ling Yen & Michael Mare, 2011). The use of computer assist language learning (CALL) such as video conferencing can help students to have real communication which can make them use English on a regular basis (Wen-chi Vivian Wu, Ling Ling Yen & Michael Mare, 2011).\r\nThis can make students to feel convinced(p) 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-chi Vivian Wu, Ling Ling Yen & Michael Mare, 2011). As Reza Dashtestani (2012) verbalise 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 brutes, language teachers are move new ways to integrate technology into teaching methodology. Over a certain period, computer assisted language learning (CALL) become one of the method to replace traditional method of teaching. However, the question is whether the use of CALL is beneficial to boost students’ confidence level. Many studies ha ve evidenced 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.\r\nofttimes time, learners refused to use English language because of embarrassed about making mistakes and lack of fluency. According to Lee (2000), Warschauer and Healey (1998) in research through with(p) 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 ascendants and motivate learners. However, to achieve positive result of using CALL, competent teachers that are weaponed with skills and strategies were needed to integrate the used of CALL in the classroom.\r\nIn the research, the respondents got excited and motivated when the teac hers 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 recording voice 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.\r\nAs mentioned by Kung (2002), it has been recognized by educators that utilizing Computer Assisted Language Learning (CALL) programs can lead to independent 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).\r\nIt was proposed by Cheng-Chieh Lai and Kritsonis (2006) that â€Å"through various communicative and interactive activities, computer technology can help second language learners strengthen their linguistic skills, affect their learning attitude, and build their self-instruction strategies and self-confidence” (p. 2). Computer technology instantly 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 pregnantly high self-esteem ratings than regular students.\r\nWith the rapid development of technology in this globalized era, Cheng-Chieh Lai and Kritsonis (2006) also stated that:\r\nComputers can capture, analyze, and s ave data on second language students’ murders during the learning process. As we know, observing and checking students’ learning progress are very important activities to help students achieve their second language acquisition (p. 3).\r\nFurthermore, technology helps students to learn grammar and writing. According to Thanawan Suthiwartnarueput and Punchalee Wasanasomsithi (2012), the researchers 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 favourable 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 on they interact with other people on Facebook. When students receive comments and suggestions, they can use the information given to improve their language skills.\r\nBut, as for Abeer H. Malkawi (2010), the students did not d epend much on memorialise fipple flute to learn English language skills. According to the researcher, the strawman 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 Temerová (2007) claimed that the students did not feel confident to speak in English even by and by they take heed to different underscores of the language. The embarrassment is usually caused by students’ softness to adjust to native speakers’ speech.\r\nSome 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 possess more positive attitudes and confidence more than female.\r\nChapter 3: Methodology\r\n3.1 Introduction\r\nThe 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 purpose\r\nThis study will be conducted using quantitative 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. Researchers plan to use this method because it involves numerical data which later can be compute easily. 3.3 Population and taste\r\nThe researchers use non probability sampling; which is convenience sampling. The sample of this study consists of 30 impress Four students of Sekolah Menengah Kebangsaan Sultan Abdul Aziz, Teluk Intan Perak. 3.4 Method of data entreaty\r\nThe questionn aires were distributed through online, which is Facebook private message. Researcher used Facebook because it saves time, nada and cost. Besides, researcher found that it would be easier for respondents to answer the questionnaire through online.\r\n3.5 Instrumentation\r\nResearcher used a set of regard 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). According 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 expend in a non-drill format, such as language games, reading, and text reconstruction. meanwhile, the Integrative CALL approach is based on multimedia system system system system computers and the net profit that combine text, graphics, sound, animateness and video.\r\nThe stick to used consists of three pieces which were demographic background, voice A, and section B. Demographic background is a watch over on respondent’s information. Items that had to be modify 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 level 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, audition, speaking, and writing). The questions in this deal were designed based on research questions.\r\n3.6 rigourousness and Reliability\r\nThis research used a new developed questionnaire whereby the researc hers look into few aspects which are comprehend, speaking, reading, and writing. The severity of the questionnaire was tested in terms of face validity. Face validity involves process of survey pre-testing to avoid misapprehend and misinterpretation of the items. The pre-test was conducted and the result showed that the items do not enthrall face validity. This proves that the respondents did not misunderstand the questionnaire. So, this research survey was shown to have high validity.\r\nMeanwhile, the reliableness of the questionnaire was measured by conducting 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 disordered 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.\r\n3.7 Pilot Study\ r\nThe 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 legal proceeding to complete the survey. The survey was conducted at Kuliyyah of Architecture and Design cafe during lunch hour. The data collected from the survey was tabulated and canvass using SPSS to determine the validity and reliability of the questionnaires. Due to smooth sample size of respondents, the Cronbach important was found to be 0.6α\r\n3.8 Data Collection Procedures and time frame\r\nThe 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 agree from respondents, briefing about the details of the survey, distributing the survey through online and collecting the data.\r\n3.9 Data Analysis Plan\r\nThis researc h consists of three research questions. The first research question is â€Å"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 dowery of platform preferred chosen by the respondents. The data was visualized by using bar graph. The second research question is â€Å"Do students find technology helpful in boosting their confidence in learning English?” The items which addressed this research question were constructed using Likert scale ranging from one to five (strongly disagree to strongly agree). For this 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.\r\nThe data was illustrated in bar graph by using Microsoft Excel. The third research question is â€Å"Is there any difference between male an d 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 ob functiond if there is any difference between male and female respondents of their preference in answering the items given. The result that was shown in the bar graph will determine their level of confidence. Chapter 4: Findings\r\nResearch Question 1: What are the preferred platforms of technology used by students in learning English?\r\n encounter 1 Figure 1 showed that 20 out of 30 respondents chose Facebook 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.\r\nResearch Question 2: Do students find technology helpful in boosting their confidence in l earning English?\r\nFigure 2\r\nFigure 2 showed three items in the survey which addressed the research question two. The first item is â€Å"I feel confident to use attach recorders in audition classes”. As for the first item, 13 out of 30 which is 43.33% of the respondents agreed 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 â€Å"I feel confident to speak after listening to different accents from English movies”.\r\nAs for the second item, 20 out of 30 which is 66.67% of the respondents agreed 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 â€Å"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-spot respondents which is 26.67% disagree that chatting helps them to write better in English.\r\nResearch Question 3: Is there any difference between male and female students’ confidence level in using CALL?\r\nFigure3\r\nFigure 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 using 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 confiden ce between male and female was slightly different because there was more number of male respondents who disagreed that they had confidence in using CALL.\r\nChapter 5: Discussions\r\nThe 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 sumed and attractive means to engage in discussions with the teacher and other users who had better grammatical knowledge.\r\nThis research also proved that students find technology helpful in boosting their 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 researc h, 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 well-heeled to use, has low cost to own, and it can be unaccented 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.\r\nBesides, the respondents felt confident to speak after listening to different accents from English movies. This result contradicts with the previous research done by Lenka Temerová (2007). According to the researcher, the students did not feel confident even after they listen to different accents of English. The emb arrassment is usually caused by students’ inability to adjust to native speakers’ speech.\r\nThe 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.\r\nThe 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. \r\nChapter 6: Conclusion\r\nIn 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 working needs to be done on to take over and extend 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.\r\nReferences\r\nCheng-Chieh Lai &Kritsonis, W. A. (2006). The advantages and disadvantages of computer technology in second language acquisition. National Journal for Publishing and Mentoring Doctoral Student Research, 3(1), p.2.\r\nComber, C., Colley, A., Hargreaves, D. J., & Dorn, L. (1997 ). The effects of age, gender, and computer experience upon computer attitudes. fosteringal Research, 39(2), pp. 123-133.\r\nDashtestani, R. (2012). Barriers to the Implementation of CALL in EFL courses: Persian EFL teachers’ Attitudes and Perspectives. Jalt Call Journal, 8(2). Gunduz, N. (2005). Computer Assisted Language Learning .Journal of Language and Linguistic Studies, 1(2), pp. 193-214.\r\nKung, S. C. (2002). A framework for in(predicate) key-pal programs in language learning. CALL-\r\nEJ Online, 3(2). Retrieved March 7, 2014, from\r\nhttp://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.\r\nThe Internet TESL Journal, Retrieved June 25, 2006, from\r\nhttp://www.4english.cn/englishstudy/xz/thesis/barrir\r\nMaizam Alias &NurulAiniHafizahMohdHafir. (2009). The relationship between academic\r\nself-confidence and cognitive exertion among engineering s tudents.\r\nAcademia.edu\r\nShare Research.\r\nRost, M. (2002). newfound Technologies in Language schooling: Opportunities for Professional\r\nGrowth. Retrieved March 7, 2014 from\r\nhttp://www.longman.com/ae/multimedia/pdf/MikeRost_PDF.pdf\r\nRobertson, E. B., Ladewig, B. H., Strickland, M. P., &Boschung, M. D. (1987). sweetening of self-esteem through the use of computer-assisted instruction. Journal of educational Research, 80(5).\r\nSanja Seljan, N. B. (n.d.). Computer assisted Language Learning. Retrieved March 12, 2014, from http://dzs.ffzg.unizg.hr/text/call.pdf\r\nSieler, A. (1998). Self-confidence. Retrieved March 15, 2014,from\r\nhttp://www.newfieldaus.com\r\nStevens, T. G. (2005).Self-confidence. RetrievedMarch 15, 2014, from http://www.csulb.edu\r\nTaylor, R. (1980). The computer in the school: Tutor, tool, tutee. New York: Teachers College Press.\r\nWu, W.-C. V., Yen, L. L., & Marek, M. (2011). Using Online EFL Interaction to Increase Confidence, Motivation, and Ability.Educational technology & Society, 14 (3), pp. 118†129.\r\nXu, L. W. (n.d.). Using CALL to rise the Confidence of Foreign Language Learners. p.8.\r\nAction Research Essay\r\nThe 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 typeface. It should be noted that as time flies, the number of Filipino English Language Learners has rapidly increased.\r\nThese learners are full of hopes and dreams to learn the language of the world that every English field of battle 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 E nglish 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 channelize should be mutually enforced.\r\nIndeed, technology has revolutionized the teaching of the English subject, as the last few decades have confirm the role of English as â€Å"Lingua Franca” which means any language for communication between groups who no other common language (Matthew, 2009) from this context, the researcher takes the altercate 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 proceeding of the students. multimedia system engineering science is the answer.\r\nThe researcher believes that the ability to inc orporate educational opportunities that multimedia technology promises will tremendously be the key ingredients in making it possible for English Teachers to address core educational challenge. Moreover, multimedia technology is utilize for the upliftment of ripe 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.\r\nNonetheless, 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 content 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 teacher’s int erest in teaching English.\r\nAs Zhang (2010) points out, multimedia offers students rich resource materials-both authentic and instructional as well as attractive and friendly interface, in writing(p) 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.\r\nCome to think of this, traditional English teaching allows the teacher make it 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. More over with the same courseware, the English teacher does not need to write some notes several times in different classes, hence saving time and energy.\r\nThe researcher observes that pupils tend to be preoccupied with things not connected with the English subject, therefrom 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 exceedingly 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 strike off Six section 5 pupils of Mandaluyong Elementary occasion.\r\nStatement 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 Grade 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?\r\nSignificance of the Study The immemorial 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.\r\nTo the English Teachers †they will have a better understanding on the use of multimedia technology thus enabling them to adopt such tool thereb y 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 cognizance about multimedia technology so that they can assist their teachers on the modern teaching of thupplement classroom activities. e English subject.\r\nTo 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 condition of the learner.\r\nThe researcher will make use of a flow chart that wil l 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.\r\n'