| dc.description.abstract | English has already become the required language course which every student is going to take, but most of them have difficulties when facing learning English pronunciation. Moreover, one of the failure reasons for English pronunciation – the articulation – which students usually forget is the important foundation. Yet, in the non-English speaking environments country is difficult to pronounce the English sound correctly. Therefore, this research has proposed the digital learning environment of English phoneme with Computer Supported Peer Assessment to help children to learn how to articulate correctly. Also, applying the Bingo game in testing could let pupils evaluate themselves without feeling any pressure of doing the exam.
The English Phoneme (EP) system learning flow includes five stages: (1) self-paced learning about the articulation material, (2) self-practicing and self-recording, (3) uploading the best self-recording and giving self-assessment, (4) peer-assessing the peers’ best recording, anonymously, and (5) discussing the results with peers.
Only the last stage is required to work with peers, and the previous stages (stage one to stage four) are working individually. At last, a bingo game will be used after the fifth stage in order to complete the whole EP learning activity.
Eight experimental unit activities were conducted to investigate how EP learning can assist pupils in the phonemic awareness, the effect of EP learning on student performance during peer-assessment and peer-discussion experimental unit trials, and the suitability of the experimental learning activity design to EP learning.
This thesis gives accounts for the research background, motivation, purposes and the rationales of each stage, describes the system design and interfaces, and reports and discuss the results of the eight experimental unit activities described above. Recommendations for further study are addressed in the final section of this thesis. | en_US |