E-Reading Tool as a Vessel to Enhance English Language Competency among Grade 10 Students

Abstract

INTRODUCTION

Literature can be presented in a range of meaningful, interactive and interesting ways that enable teachers to model, assess, and build upon literacy skills.In the Philippines, the need to improve language learning becomes more perplexing than ever. Teachers are challenged to design effective ways of language teaching.An understanding of reading and relevance of the literature to the individuals concerned plays an important role in the success of the literature's appeal. Appealing reading materials directly impacts language and literacy development. Miller (2015) describes how to truly discuss literature with students, that it is absolutely essential for a teacher to be familiar with the stories to gain a deeper insight into what the students feel when they read a text. Allowing students to choose from a selection of predetermined texts provides a structured framework for language and literacy development.

METHODS

The study which was conducted in Lipa City National High School in 2018 used the experimental method of research since there were two groups of students involved in the research. One group was exposed to the e-reading tool for the one quarter. To draw the comparison in terms of competencies and performance, another group was taught using the traditional reading method.

The two groups were given the same set of competency assessment. The test results were compared so that adequate conclusions and recommendations will be made.

RESULTS

There was significant difference between the pretest and posttest of the experimental group. The average score in the pre-test is 20.52 while the average score in post-test is 25.80. A paired sample t-test was used to test if significant difference between the mean scores of pre-test and posttest is observed. With a t-value of -15.35 and a p-valueof 0.00 (p<0.01). This shows effectiveness in the utilization of e-reading tool.

DISCUSSIONS

The effectiveness of e-reading tool in teaching English is evident in the result of the post-test which was significantly higher than pretest results. Reading based strategies namely reading as a springboard where academic reading is utilized at a very great extent in all domains of the English language to develop the student's language competence.The implication is that teachers should closely look into the aspect of English instruction especially to the six domains which has relationships with the post-test results of the students namely listening comprehension, fluency, oral language and reading comprehension.