An evaluation of the application of phonics software in an english course for children at thinh quang primary school

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES
FACULTY OF POST – GRADUATE STUDIES
*****************

ĐÌNH THỊ HỒNG VÂN

AN EVALUATION OF THE APPLICATION OF PHONICS SOFTWARE
IN AN ENGLISH COURSE FOR CHILDREN AT THINH QUANG
PRIMARY SCHOOL
Đánh giá việc ứng dụng phần mềm tiếng Anh Phonics đối với khóa học tiếng Anh
của học sinh tại trường tiểu học Thịnh Quang

M.A. MINOR THESIS

Field: English Teaching Methodology
Code: 601410

Hanoi – 2010


VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES
FACULTY OF POST – GRADUATE STUDIES
*****************

ĐÌNH THỊ HỒNG VÂN

AN EVALUATION OF THE APPLICATION OF PHONICS SOFTWARE
IN AN ENGLISH COURSE FOR CHILDREN AT THINH QUANG
PRIMARY SCHOOL

Đánh giá việc ứng dụng phần mềm tiếng Anh Phonics đối với khóa học tiếng Anh
của học sinh tại trường tiểu học Thịnh Quang

M.A. MINOR THESIS

Field: English Teaching Methodology
Code: 601410
Supervisor: Phùng Hà Thanh, M. Ed

Hanoi - 2010


iv

TABLE OF CONTENT
Page
Acceptance page

i

Acknowledgements

ii

Abstract

iii

Table of content

iv

List of abbreviations

vi

List of figures and tables

vii

PART I - INTRODUCTION
1. Introduction and rationale for the study

1

2. Aims and objectives of the study

1

3. Research questions

2

4. Scope of the study

2

5. Methods of the study

3

5. Significance of the study

3

6. Organization of the study

4

PART II - DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW

5

1. 1. CALL Models in Language teaching and learning

5

1.2. Motivation and the Young – Learner

6

1.2.1. Definiton of Motivation

7

1.2.2. The Young-Learner

8

1.3. Instructional design

9

1.3.1. Instructional design and Motivation

9

1.3.2. Keller's ARCS Model

10

1.3.2.1. Attention

10

1.3.2.2. Relevance

11

1.3.2.3. Confidence

12

1.3.2.4. Satisfaction

12


v

1.3.3. Motivation Instrument

14

1.4. Researches on ARCS

14

CHAPTER 2: THE DESIGN OF PHONICS AND AN OVERVIEW OF THE

16

USE OF PHONICS at THINH QUANG PRIMARY SCHOOL
2.1. The design of Phonics

16

2.1.1. Phonics structure

16

2.1.2. Guided teaching techniques

19

2.2. An overview of the use of Phonics at Thinh Quang primary school

20

2.2.1. The origin of Phonics

20

2.3.2. The context of Thinh Quang school

20

CHAPTER 3: METHODOLOGY

21

3.1. Research design

21

3.2. Participants of the study

22

3.3. Data collection

22

3.3.1. Data collection instrument

22

3.3.2. Data collection procedure

23

3.4. Data analysis

24

CHAPTER 4: RESULT FINDINGS AND IMPLICATIONS

26

4.1. Result fingdings

26

4.1.1. Demographic summary

26

4.1.2. Research questions

26

4.1.2.1. Research question 1

28

4.1.2.2. Research question 2

32

4.1.2.3. Research question 3

34

4.1.2.4. Research question 4

38

4.2. Implications

39

PART III - CONCLUSION AND RECOMMENDATION

40

1. Conclusion

40

2. Limitations of the research and suggestions for further study

40

REFERENCES

42


vi

LIST OF ABBREVIATIONS


IT:

Information Technology



ICT:

Information Communication Technology



ARCS:

Attention, Relevance, Confidence, Satisfaction



CALL:

Computer-assisted Language Learning



ISD:

Instructional System Design



CIS:

Course Interest Survey



IMMS:

Instructional Materials Motivation Survey


vii

LIST OF TABLES AND CHARTS

No

Title

Page

Table 1 – 1

Summary of ARCS Components

13

Table 4 – 1

Frequencies of Participants Concerning their Ages

26

Table 4 - 2

Statistics of the ARCS Sub-Scores on IMMS

27

Table 4 - 3

Statistics for the “Attention” Sub-scores on the IMMS

28

Table 4 - 4

Statistics for the “Relevance” Sub-Scores on the IMMS

32

Table 4 - 5

Statistics for the “Confidence” Sub-Scores on the IMMS

35

Table 4 - 6

Statistics for the “Satisfaction” Sub-Scores on the IMMS

38

Chart 4 - 1

Percentage and Number of respondents – Item #7

29

Chart 4 - 2

Percentage and Number of respondents – Item #9

30

Chart 4 - 3

Percentage and Number of respondents – Item #18

31

Chart 4 - 4

Percentage and Number of respondents – Item #27

33

Chart 4 - 5

Percentage and Number of respondents – Item #5

34

Chart 4 - 6

Percentage and Number of respondents – Item #3

36

Chart 4 - 7

Percentage and Number of respondents – Item #6

37

Chart 4 - 8

Percentage and Number of respondents – Item #28

37


1

PART I - INTRODUCTION
1. Introduction and rationale of the study

The 21st century has witnessed the rapid development of information technology and its
impacts on every aspect of our social life in which education in general and foreign language
teaching and learning in particular have been strongly affected. It can be said that ICT has
been applied in many teachers‟ lectures to bring fun and interest to students in English classes.
Ahead the trend of integration and development of technology, recognizing the benefit of ICT,
at the beginning of the year 2009, Thinh Quang primary school started using Phonics – an
English software - in English teaching and learning with the belief that Phonics would lay the
foundation to improve English language learning among children and create the environment
for children practice English from the early age.
It lies in the fact that Phonics is a newborn English program applied in some schools in
Vietnam including Thinh Quang primary school. This program is also the novel practice of
Phonics at Thinh Quang. It is partly for this deep-rooted reason that the researcher decided to
conduct the study to the extent the application of Phonics software brings about children’s
motivation. The researcher hold the belief that through the evaluation of the application of
Phonics there would bring insights into the changes of teaching practices among teachers to
better it, and basic premise for the administrators in considering using this software.
Specifically, the study is of: “An evaluation of the application of Phonics software in an
English course for children at Thinh Quang primary school.”
2. Aims and objectives of the Study
The study aims to evaluate the application of Phonics software based on the motivation
created on the part of children in an English course at Thinh Quang primary school.
Hence, it is expected to achieve the four following objectives:


2



First, to investigate whether Phonics holds children attention.



Second, to find out the relevance of the application of Phonics to the children level.



Third, to investigate if the application of Phonics brings children‟s confidence in
learning English at class.



Last, to reveal children‟s satisfaction to the application of Phonics in the English
course.

3. Research questions
In order to achieve the aims of the study, the following research questions were raised:
(1) To what extent does Phonics hold children attention?
(2) To what extent is the application relevant to the children?
(3) To what extent does Phonics bring about children‟s confidence?
(4) To what extent are the children satisfied with the application?
4. Scope of the Study
The present study operates within the following scopes:
(i)

As constructed in the IT, “application” depends on both the users (in context of
classroom, they are the teachers and the learners) and the instructional design. The
research is to evaluate the instructional design of the program. Purposely, it goes to
evaluate the motivation due to the instructional design created on part of the
children in an English course at Thinh Quang primary school.

(ii)

This study is a case study since the instructional design is restricted by the children.

(iii)

Regarding to the monitoring of the software, (Galavis, 1998) pointed out that
„Instead of being a simple holder and provider of knowledge, the teacher will
become the guide of students.‟ The teacher, in this case, does play the role as the
guider who controls the software leading children through every activity without
intervening the content of the software.


3

5. Methods of the Study
Case study was chosen as a research method applying for this study.
A questionnaire was used as a main instrument on 141 children of 4 classes including grade 1
and 2 at Thinh Quang primary school who have just finished the first level of the program –
Phonics, i.e., level starter, to investigate whether the instructional design brings about
motivation on children based on ARCS model of Keller (1993), including Attention,
Relevance, Confidence and Satisfaction.
An interview is then conducted on some students for clarifying problems arising from the data.
6. Significance of the Study
The research, first of all, would provide the researcher herself with further information to
validate the new software for the children, to see whether it is a good one in term of the
motivational factors positively affected through its instructional design.
The second significance of the study is for the improvement of English teaching and learning
at Thinh Quang primary school. The research is of great value for the teachers by providing
them a deep overview from the extent that the instructional design brings about children‟s

motivation. The teachers then would have better adapting in their teaching to better children‟s
learning.
Last but not least significance of the study lies in the fact that it can bring the teachers, the
students and the administrators the beliefs of using IT in language teaching and learning. The
researcher hopes that it would bring them positive beliefs on the use of information technology
in their class and school.
Finally, the study then informs to the designers of the children‟s perception of their software.
Accordingly, they would aware of the strong and weak points of their product.


4

7. Organization of the Study
This study consists of three main parts: introduction, development, and conclusion.
The introduction presents the rationale, the aims and objectives, research questions, scope,
method, significance and design of the study.
The development comprises three chapters:
-

Chapter one reviews the theoretical background to the application of CALL in English
language teaching with the models of CALL, the relation between motivation and the
young-learner, the relation between instructional design and motivation, the
description of Keller‟s ARCS Model of Motivation and some prominent recent
researches on ARCS of Keller.

-

Chapter two details the setting of the study in which all the language items displayed in
the software are specifically defined and the context of the study are also described.

-

Chapter three presents the methodology of the study.

-

Chapter four is where the data are presented, the findings come up with and the
implications built upon the basis of the evaluation in the previous chapters.

The conclusion, apart from summarizing the main issues so far touched upon in the study,
proposes recommendation for future research.


5

PART II – DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
This chapter reviews selected literature reflective the potential impact of instructional design
on learner motivation. The chapter considers the popular models of CALL in language
teaching and learning and then reviews the relationship between motivation and the younglearner. Next the chapter looks at the principles of instructional design system, including
Keller’s ARCS Model of Motivation and its Motivation Instrumentation that support the
theory of improving learner motivation. It then ends by summarizing some prominent ARCS
researches laying the foundation for the present study.
1. 1. CALL Models in Language teaching and learning
According to Taylor (1980, cited in Warschaure (1996), the first model of CALL is computer
as a tutor, adopting the role of the teacher. He explained that the computer serves as a vehicle
for delivering instructional materials to the student. Many of the early CALL exercises were
drill and practice activities, often focusing on accuracy and fluency. The rationale for drill and
practice is as follows:
* Repeated exposure to the same material is beneficial or even essential to learning

* A computer is ideal for carrying out repeated drills, since the machine does not get bored
with presenting the same material and since it can provide immediate non-judgmental
feedback
* A computer can present such material on an individualized basis, allowing students to
proceed at their own pace and freeing up class time for other activities
Based on these notions, a number of CALL tutoring systems were developed for the
mainframe computers. One of the most sophisticated of these was the PLATO system, which


6

included vocabulary drills, brief grammar explanations and drills, and translations tests at
various intervals.
In addition to computer as tutor, according to Taylor & Perez (1989) “another CALL model
used for communicative activities involves the computer as stimulus” (p. 63). In this case, the
purpose of the CALL activity is not so much as a tutorial itself but to generate analysis, critical
thinking, discussion, and writing. Software used for these purposes include various programs
which may not have been specifically designed for language learners, programs such as Sim
City, Sleuth, or Where in the World is San Diego?
The third model of computers involves the computer as a tool (Taylor, 1980) or, as sometimes
called, the computer as workhorse (Taylor & Perez, 1989). In this role, the programs
empower the learner to use or understand language. Wordstore, for example, allows users to
record vocabulary in a categorized dictionary, giving users both the opportunity to organize
vocabulary effectively and to retrieve words or phrases with greater ease when completing a
translation or other similar text (Jones 1986, p. 176, cited in Barr, 2004). Some more examples
of computer as tool include word processors, spelling and grammar checkers, desk-top
publishing programs, and concordancers.
Of course the distinction between these models is not absolute. A skill practice program can be
used as a conversational stimulus, as a paragraph written by a student on a word processor.
Likewise, there are a number of drill and practice programs which could be used in a more

communicative fashion - if, for example, students were assigned to work in pairs or small
groups and then compare and discuss their answers.
Among the three models offered by Taylor (1980), Phonics software embraced all
characteristics as of a tutor. This means that it rejects the role of the teacher in class by
providing the instructional materials itself.
1.2. Motivation and the Young - Learner


7

1.2.1. Definition of Motivation
Foreign language acquisition theories support the notion that motivation is an important
factor in foreign language learning. Despite the widespread recognition of motivation as a
contributory factor to the success in language learning, defining it is problematic. This is a
problem because the clarification of a definition is the first step to any further investigation.
According to Gardner (1985, cited in Dornyei 2001: 49), motivation can be classified with
three components, including:
(1) motivational intensity
(2) desire to learn the language
(3) attitude towards learning the language
Gardner argued that these three components belong together because truly motivated
individual displays all three. The orientation helps to arouse motivation and then directs it
towards a set of goals, either with a strong interpersonal quality or a strong practical quality.
From Keller‟s point of view, motivation “refers to the magnitude and direction of behavior…
it refers to the choices people make as to what experience or goals they will approach or avoid,
and to the degree of effort they will exert in that respect” (Keller, 1983, p. 369). He then adds
three underlying assumptions for systematic motivational design as (a) people‟s motivations
can be influenced by external events; (b) motivation, in relation to performance, is a means
and not an end; and (c) systematic design and implementation can predictably and measurably
influence motivation. Put it another way, motivation based on Keller‟s definition, is measured

by the amount of effort the student makes in order to attain the instructional goal.
As can be inferred from the two definitions of motivation, the core elements in both are the
attitude, the effort and experience. Since the study focus on instructional design of the
software that bring about students‟ motivation, the definition of Keller is specific and of
referable.


8

1.2.2. The Young-Learner
As the study deals with the subject of motivation, and more specifically, motivation in
instructional design, it is useful to consider the subject of young learners.
Foreign language instruction must take into the needs and characteristics of young learners in
order to be successful. Teaching objectives and approaches should be geared to the learners‟
cognitive level and interests. Young learners at the transition level (ages 5–8) generally have
the following characteristics. They are:


keen and enthusiastic



curious and inquisitive



outspoken



imaginative and creative



active and like to move around



interested in exploration



learn by doing/hands-on experience



holistic, natural learners searching for meaningful messages. (Málfríđur, 2007:
27)

For although they are broad in context, these characteristics provide a basic framework around
which the e-courses can be developed that will enhance young learner motivation to engage
and continue in the courses.
Young children are sensitive to the sounds and the rhythm of new languages and they enjoy
copying new sounds and patterns of intonation. In addition, younger learners are usually less
anxious and less inhibited than older learners. (Pinter, 2006, cited in Málfríđur, 2007)
The above needs and characteristics of young learners have implications for language
instruction. The instructional designs should provide a wide range of opportunities for hearing
and using the language and play should be an active part of the learning. Tasks should be

9

meaningful and help children to make sense of new experiences by relating them to what they
already know. The use of routine and repetition should be emphasized along with
opportunities for interaction and cooperation. Finally, encouragement is necessary to maintain
children‟s positive attitudes, motivation, and self-confidence.
1.3. Instructional design
1.3.1. Instructional design and Motivation
An important characteristic of instructional design highlighted in the literature is the systems
approach or Instructional Systems Design (ISD). "Instructional design is concerned with
understanding, improving, and applying methods of instruction" (Reigeluth, 1983, p. 7).
Johnson and Johnson (1985), writing on the subject of instructional design, warn against
subscribing to the technology fallacy in which the designer focuses on the technology to be
used in delivering learning as the mechanism for exciting students to learn, rather than
focusing on overall design strategies intended to motivate learners. The methodology
prescribed by the different ISD processes follow many of the same patterns. There is an
analysis phase normally included at the outset of the process during which the need for a
learning intervention is determined. During this stage, learner attributes are also assessed as a
means of determining the most appropriate instructional process for the learning style of those
subjected to the learning intervention. This phase is often referred to as a needs assessment or
analysis. Rothwell and Kasanas (1992) refer to this phase as that which identifies, documents,
and justifies gaps between what is valid now and what should be valid for any gaps in
knowledge to be closed. The next phase normally focuses on a design function through which
the intended instructional piece is sculpted. This is perhaps the most critical phase of the
process because the eventual shape and format of the instructional product is created during
the design phase. Keller (1983) points out that during the design phase, consequences related
to motivation are identified and combined with cognitive techniques to influence the eventual
outcome of the instructional process. The blending of these two design considerations is
critical to both the delivery methodology and to the educational value of the instruction. Keller

10

emphasizes the need to keep motivational and cognitive aspects of the design process in mind
at all times and not allow influences of efficiency and effectiveness to subsume the overall
process.
1.3.2. Keller's ARCS Model
Prominently, John Keller is perhaps the most well-known and often quoted author of theories
directly related to motivation through instructional design. He especially addressed the
motivational issues within the instructional context. Keller's research resulted in the
determination of four design categories for which he developed strategies aimed at ensuring
the inclusion of motivation in the ISD process. As he claimed „the ARCS model includes a
systematic design process that can be used within typical instructional design and development
models (Keller, 1987, p. 6). Research applying the model will be discussed in more detail later
in this part, but first it is necessary to describe the four dimensions of Keller‟s ARCS model,
beginning with learner attention.
1.3.2.1. Attention
Attention refers to the ability to capture the interest of learners, to pique their curiosity to
learn, and to hold their attention (Keller, 1992). Keller (1992) differentiates three types of
attention: (1) Perceptual Arousal; (2) Inquiry Arousal, and; (3) Variability.
Through Perceptual Arousal (A1), curiosity is piqued to gain the attention of learners (Keller,
1992). Methods of gaining attention include providing visually appealing graphics or
unexpected actions to capture learner interest. Through Inquiry Arousal (A2), this initial
perceptual attention can be maintained for greater lengths of time. Methods of sustaining
attention include asking challenging or stimulating questions and integrating inductive and
problem-solving approaches. With either of these types of attention, Variability (A3) is
important to prevent learner boredom (with too little variation) or frustration (with too much
variation).

11

Gagne and Driscoll (1988) detail three actions that can be used to enhance learner attention.
These are:


vary the appearance or sound of instructional materials;



use concrete examples for every abstraction that is presented; and



surprise the learner with novelty and incongruity (p. 72).

Keller (1999) added more by noticing that rich graphics, color, and animation, when used
appropriately, can help improve learner motivation and performance.
1.3.2.2. Relevance
Relevance refers to the connection of the instructional content to things that are meaningful to
the learners. One aspect of relevance is concerned with ensuring that learners see the
connection between what they need to know and what new learning opportunities are
presented to them. Keller (1992) identifies three categories of tactics dealing with relevance:
(1) Goal Orientation; (2) Motive Matching, and (3) Familiarity.
Through Goal Orientation (R1), the instruction is related to learners‟ goals (Keller, 1992).
With Motive Matching (R2), tactics could include encouraging learners to visualize achieving
a goal, or appealing to personal interests and learning styles. The third of Keller‟s (1992)
categories of relevance tactics is Familiarity (R3). The premise of this construct is to connect
the instruction to the learner‟s own experiences.
Strategies suggested by Gagné and Driscoll (1988) for assuring instructional relevance include

the following:


ensuring that content relates to the learner's past experience and stored
knowledge;



explaining the present worth of the skills, knowledge, and attitudes being
learned; and


12



taking steps to convince the learner of the value of what is learned for future
activities that are valued (p. 73)

1.3.2.3. Confidence
Bandura (1997) notes that people who believe they have control over their capacity to affect
change in their lives are more effective and successful. Confidence refers to these positive
expectancies for success by learners. Keller (1992) presents three methods of instilling
confidence in learners: (1) Learning Requirements; (2) Positive Consequences, and (3)
Personal Responsibility.
Learners are informed of the expectations through Learning Requirements (C1) (Keller, 1992).
An obvious tactic is to provide learners with clear learning objectives and expected outcomes
of the instruction. Positive Consequences (C2) occur when learners are challenged an
appropriate amount. Finally, Personal Responsibility (C3) involves ensuring that learners feel
that they succeeded due to their ability rather than because the task was too easy, they were

lucky, or other external factors played a role (Keller, 1992).
Gagné and Driscoll (1988) suggest the following strategies to promote learner confidence:


communicate clear and definite learning objectives;



sequence successive lessons or learning tasks so that each can be readily
mastered; and



permit learners to take an increasing degree of control over the sequence of
learning and over (p.74)

1.3.2.4. Satisfaction
Satisfaction refers to learners‟ positive feelings about their learning experiences, and it
includes affirmation to learners that the instructional content was relevant and that they had


13

the ability to learn the material. Keller (1992) identifies three kinds of tactics to improve
learner satisfaction: (1) Intrinsic Reinforcement; (2) Extrinsic Rewards, and (3) Equity.
Intrinsic Reinforcement (S1), or an internal desire to learn, is most aligned with selfdirectedness. Through Extrinsic Rewards (S2), learners are recognized for their
accomplishments, either verbally or through actual rewards. Equity (S3) includes learner
perceptions of fair and equal treatment, which are essential to motivation regardless of the
context.
Gagné and Driscoll (1988) suggest that attainment of learner satisfaction is perhaps the easiest

of the ARCS components to achieve. Satisfaction is attained using feedback to bring about
reinforcement. By using a thorough feedback process with many learning iterations,
satisfaction with a single learning experience "develops into a self management skill (actually,
a cognitive strategy) that gives support to learner confidence, maintains attention, and the
relation of learning activities to long-term goals" (Gagné & Driscoll, 1988, p. 77).
In summary, components of the ARCS model (see Table 1-1) can be addressed with various
instructional strategies. Sound instructional design tactics with clear and attainable objectives
through chunking of information help direct learners through technology-mediated instruction.
Opportunities for reality-based practice, games, and simulations help learners remain engaged
throughout the process. Customized feedback on practice items helps learners improve their
confidence and knowledge while giving them opportunities to review areas that need
clarification. All of these components enable an instructional designer to conduct a requisite
motivational analysis of learners.
Attention
A1 Perceptual Arousal
A2 Inquiry Arousal

Relevance

Confidence

Satisfaction

R1 Goal

C1 Learning

S1 Intrinsic

Orientation

Requirements

Reinforcement

R2 Motive

C2 Positive

S2 Extrinsic Rewards

Matching

Consequences


14

A3 Variability

R3 Familiarity

C3 Personal

S3 Equity

Responsibility
Table 1 – 1: Summary of ARCS Components
1.3.3. Motivation Instrument
Keller developed two instruments that measure ARCS components of motivation, the

Instructional Materials Motivation Survey (IMMS) and the Course Interest Survey (CIS). The
IMMS is a situational measure to identify motivation with specific instructional materials, and
the CIS is a situational measure to identify motivation in a specific course. The IMMS has
been tested extensively for reliability, primarily on undergraduate and graduate students, while
a handful of studies have used the CIS. This study, therefore, employs the IMMS as the tool to
identify motivation with specific instructional materials of Phonics in an English course for
children at Thinh Quang primary school.
The Instructional Materials Motivation Survey (IMMS) is a 36-item survey with a Likert-type
scale (Keller, 1993). It has been validated in a number of studies, primarily with
undergraduate students. Participants are asked to think about each statement in relation to the
instructional materials they have just studied, and to indicate how true each statement is. The
response scale ranges from 1 (Not True) to 5 (Very True). Thus, the minimum score on the 36
item survey is 36, and the maximum is 180 with a midpoint of 108. The minimums,
maximums, and midpoints for each subscale vary because they do not all have the same
number of items. There are 5 subscales: one for each of the ARCS components (Attention,
Relevance, Confidence, Satisfaction) and one for the ARCS total score. Ten of the 36 items
are reversed.
1.3.4. Researches on ARCS
ARCS has been studied in many different environments, including traditional classroom-based
instruction, distance learning environments, computer aided instruction, and with multimedia
applications (Visser & Keller, 1990).


15

In recent years, motivation studies have been undertaken in Turkey that focuses on the ARCS
Motivational Design Model. In her study, Çetin (2007, cited in Gabrielle, 2003) examines
student achievement and permanence of learning using a computer assisted education software
based on ARCS.
In one study, Song (1998) used Keller‟s ARCS motivational design model to develop

computer-based instruction for middle school students. The study involved one control and
two experimental groups; all groups received different levels of motivation during instruction.
The study revealed that the group that received motivationally adaptive instructions had
significantly higher levels of attention, relevance, motivation, and effectiveness than those
students in the control group.
A review of the literature reveals that most of the studies related to ARCS are about using the
model in the design and development of motivation in the learning process. Provided the
empirical reports on the power of ARCS employing measuring upon students' motivation are
correct. The present study aims to help fill this gap by conducting research to evaluate the
extent to which the application of Phonics software brings about motivation to the children in
an English course at Thinh Quang primary school. Obviously, the study employs the ARCS as
the instrument to collect data.


16

CHAPTER 2: THE DESIGN OF PHONICS AND AN OVERVIEW OF THE USE OF
PHONICS at THINH QUANG PRIMARY SCHOOL
2.1. The design of Phonics
2.1.1. Phonics structure
Phonics consists of 6 levels, including Starter, Level 1, Level 2, Level 3, Level 4 and Level 5.
It was designed with the aim of providing a Standard English environment for children in
which they can shape their habit of using English in natural ways. At the outset, only children
of 6 and 7 (grade 1 and 2) at Thinh Quang primary school are involved in the course. Thus, the
researcher would like to focus on the detail description of the first level for those of grade 1
and 2: Starter Level.

Starter level consists of 26 lessons written on the basis of themes with rich and lively
characters for a more powerful delivery and effective learning. Each lesson is made up of ten

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lesson activities which enable children to learn, understand, and apply what is learnt
effectively. Each lesson is delivered in 5 periods (35 minutes for each). The children meet
twice a week.
These ten activities are as stated below with their respective details of purpose.
Learn to Sound
This comprises three subcomponents: Letter, Sound and Song. Children will be introduced to
the basic sounds of the letters in the alphabet, accompanied by the object which would then be
learnt in the story. A sing-along session is introduced to serve to reinforce the sounds and
pronunciation learnt earlier.
Learn to Listen
Children will be introduced to the speech patterns and story in this simple conversation
between the characters in the scene. The object introduced in the earlier segment is also
discussed in this part.
Learn to Answer
A simple comprehension segment here makes for interesting question and answer session
between children and the teacher, or among children themselves.
Learn New Words
New words together with the object introduced in the Sound segment are introduced here to
enhance and expose children to a wider scope of vocabulary. An Action Song is introduced
here to encourage children to participate and enjoy themselves while learning as well as
reinforcing what is learnt.
Learn to Talk About …


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A simple dialogue between the characters in the scene on the object introduced earlier. In this

segment, children will be exposed to the ways of conversations as well as methods and words
used in describing things. Creativity and thinking skills are also nurtured here with a simple
introduction of some general knowledge elements.
Learn More
Skills like counting, observation and differentiation are introduced to children in this segment.
Children are taught the specific adjectives for descriptions of different objects, the progression
of numbers, colors, etc.
Learn to Read
This is a simple and fun reader for children to indulge in for fun reading. Simple descriptions
of the object introduced makes for a better understanding towards the object.
Learn to Speak
Having listened and learned the ways of conversation in the earlier segments, children are
encouraged to speak in this segment. Beginning with short sentences, children progress from
just speaking and answering to asking simple questions as well, to ensure an effective two –
way communication.
Learn to Write
Children will be taught the correct way of writing each letter of the alphabet. Guide strokes are
provided to ensure the correct sequence and proper way of writing. Children will also have fun
coloring the objects for each letter.
Learn to Remember
This is a fun session to test and gauge if children have fully understood what the have learnt,


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with simple animated flash cards.
Apart from ten sessions, Phonics has a system of songs using for warm up and revising new
words. The aim of these is to enhance children‟s sense of music, the ability to remember
words, pronunciation and to build up their long-term memory work. Besides, Phonics songs
used in the program are to create a joyful and harmony environment for the class which can, to

some extent, attract children and reduce their stress in learning.
2.1.2. Guided teaching techniques
Listen and repeat: Children listen to model and repeat in chorus, groups and individuals.
Listen for wanted information: Children listen to a story (i.e Learn to Listen) and then learn
to read again, retell the story and then answer questions related to the content of the story.
Questions and answers: Children practice listen and answer the questions in chorus, groups
and individuals.
Description: Children imagine that they are the character and then do the typical actions of
that character in the lesson.
Role – play: Children play the role of the character and sound like the character or act out the
scene of the story.
Back chaining: Use for the long reading sentences to help children practice reading and
sounding from the back up.
Sing to learn: Children learn news words or words with songs and actions together.
Write and draw: Children learn to write by remembering the symbols of the letters and draw
them.
2.2. An overview of the use of Phonics at Thinh Quang primary school