Conclusion and Pedagogical Implication
The results showed that the blending and segmenting activities offered in the
ABRA
website were significantly effective in improving the decoding performance of the
participants receiving the student-controlled web-based instruction. With a respective
mean score of 3.35 and 3.27, the questionnaire results showed that the participants’
attitude toward the
ABRA
website was quite positive.
Furthermore, the 12 interviewees indicated that the activities provided in the
ABRA
website increased their English learning motivation. However, some suggestions for
future studies are as follows. Firstly, future studies on web-based English decoding
instruction should recruit more participants to make the English decoding learning results
more representative. Secondly, longer duration of the experiment design should be
considered in order to verify the effectiveness of the blending and segmenting activities.
Thirdly, the wire speed and related technological equipment should be examined and well
prepared before conducting the teaching experiment. The last suggestion is that in the
present study, the researchers only examined the potential efficacy that the
ABRA
website
might improve learners’ decoding skill
s, i.e., auditory blending ability and
auditory segmenting ability. However, since the
ABRA
website consists of the other three
types of activities including reading, understanding the story, and writing, the efficacy of
these activities should also be evaluated. Therefore, to examine whether the
ABRA
website is suitable for Taiwanese
young learners’
English learning, further research is
necessary.
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