A Comparison Between Visual Imagery Strategy and Conventional Strategy in The Teaching of English For Science
The main purpose of the study was to investigate and compare the effectiveness between visual imagery strategy and conventional strategy in the teaching of English for Science and Technology. A total of 89 students (n=89) were assigned to two groups, where each group underwent three phases of the...
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| Format: | Thesis |
| Language: | English English |
| Published: |
2004
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| Subjects: | |
| Online Access: | http://psasir.upm.edu.my/id/eprint/6394/1/FPP_2004_13.pdf |
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| Summary: | The main purpose of the study was to investigate and compare the effectiveness
between visual imagery strategy and conventional strategy in the teaching of
English for Science and Technology. A total of 89 students (n=89) were
assigned to two groups, where each group underwent three phases of the
experiment - 1) Pre-test Phase, 2) Treatment Phase, and 3) Post-test Phase. In
this study, visual imagery strategy was a teaching procedure that incorporated
the use of visuals and the forming of images that suggested the kind of
representations students need to conjure within the context of the topic being
taught. Conventional strategy was the teaching method prescribed by the
English teacher in which students' attention were directed to important facts and
concepts pertaining to the topic. Evaluation to ascertain students' le'ariing
achievement was based on their pre-test and post-test scores obtained as
participants performed the Language Achievement test, which included evaluation on reading comprehension and writing skills. Analysis was also done
on their language functions, vocabulary tasks, reading comprehension, and
essay writing skills from the science- and technical-based lessons taught to the
students. The results of the study was reported in accordance with the
hypotheses developed which compared the effectiveness between visual
imagery strategy and conventional strategy on dependent variables such as
reading comprehension achievement, writing skills and vocabulary achievement,
as well comparing the effectiveness between the two strategies used among low
English proficiency and high English proficiency students.
Data analysis indicated that visual imagery strategy produced significant main
effect on students' total reading comprehension and writing achievement, as
compared to conventional strategy (F(1,84) = 17.55, p < .000), but there was no
significant interaction effect between proficiency level and type of treatment
applied (F(1,84) = .895, p > .347, with a very small effect size (eta squared =
.011). Based on reading comprehension scores alone, it was found that visual
imagery strategy produced significant main effect on students' reading
comprehension achievement, as compared to conventional strategy (F(1,84) =
14.03, p < .000; eta squared = .143), but again, there was no significant
interaction effect between proficiency level and type of treatment applied
(F(1,84) = .002, p > .620; eta squared = .010). Based on writing scores alone, it
was found that visual imagery did not produce significant main effect on students' writing achievement as compared to conventional strategy(F(l,84) =
1.27, p = .261). However, there was significant interaction effect between
proficiency level and the treatments applied in determining students' writing
achievement (F(1,84) = 1.06, p < .041, with a small effect size (eta squared =
.012). Data analysis also indicated that visual imagery strategy (M=9.93,
SD=2.98) did not produce significant differential effect on students' vocabulary
skills performance during the treatment phase, as compared to the conventional
strategy: (M=9.37, SD=3.51; t(87)=.802, p=.425).
Students' responses regarding their knowledge and perception of visual imagery
strategy and its application on teaching reading comprehension and writing skills
in English for Science and Technology also favored the use of visuals and
imagery instructions. Lastly, it was found that students agree that visual
imagery strategy should be incorporated in English for Science and Technical
lessons as it helped students understand scientific and technical passages
better during reading-instruction. The implication of the study suggests that
visual imagery strategy can be beneficial for students learning English for
Science and Technology as the strategy promoted the recall of previous
knowledge and provided interaction with the content. Visual imagery strategy as
a teaching method should be utilized to its full potential, as it can be beneficial in
facilitating the teaching and learning of English for science and technical reading
comprehension and other language skills. |
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