Impact of Station Rotation Model in Enhancing Writing Skills and Academic Performance of Primary School Children

Title

Impact of Station Rotation Model in Enhancing Writing Skills and Academic Performance of Primary School Children

Creator

Unnathamani K, Caroline

Contributor

Bhavani, S

Description

The core pursuit of the research is to evaluate the efficacy of technology-integrated English language instruction using one of the blended learning approaches. The intrusion of technology in education has increased rapidly ever since COVID-19, which altered the spheres of learning and teaching. The cross-section of education and technology has become higher and more robust than before because of the pandemic, which led to the exploration of varied dimensions in technologyintegrated teaching. The field of English language teaching has also undergone a significant transformation due to the advent of technology. The introduction of interactive multimedia tools, online platforms, and language learning applications has enabled educators to engage students newlinein more effective ways. Virtual classrooms have brought about a global connection, breaking geographical barriers and fostering cross-cultural communication. The use of adaptive learning systems and AI-driven newlinelanguage applications has personalised learning experiences, catering to individual needs and pace. Furthermore, technology has provided immersive experiences through virtual and augmented reality, which enhance language acquisition by providing real-life contexts for practice. Thus, technology has diversified teaching approaches and made English language learning more accessible, interactive, and tailored to the needs newlineof diverse learners. However, learners from socio-economically disadvantaged backgrounds are deprived of these advantages that could newlinehelp in improving their English language proficiency. The aim of the study is to evaluate the efficacy of technologybased English language instruction that integrates one of the blended learning approaches for improving the writing skills of primary school students from socio-economically deprived backgrounds who have little newlineor no exposure to English language learning outside of their classrooms.

Source

Author's Submission

Date

2024-01-01

Publisher

Christ(Deemed to be University)

Subject

English

Rights

Open Access

Relation

61000334

Format

PDF

Language

English

Type

PhD

Identifier

http://hdl.handle.net/10603/574360