Grammarly Report

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CHAPTER I
INTRODUCTION
We live in a multilingual world where connections are more critical than ever.
Our surrounding is becoming increasingly globalized, and knowing a second
language can always give an individual an unfair advantage. In the long run, it
will allow people to be more prepared and confident to travel the world, explore
other people's ways of living easily, and become more active global citizens.
Now, more than ever, offering English as a main subject in schools is
imperative. The globalization of English renders the language a global lingua
franca and an international language (Tan et al., 2019). According to Sharifian
(2017), English is more than a 'language' per se. It is a multicultural way of
thinking, doing, and being. Having a diversified cohort from different nations,
an international school, for example, is a melting pot of cultures, religions,
beliefs, and languages. Despite the apparent gaps in building a harmonious
school community, the English language plays a crucial role in this diversity. It
has become the medium of instruction and the language of inclusion. However,
for a non-English speaker, this task is overwhelming and intimidating. There are
seemingly endless numbers of grammatical rules that one has to observe.
Correct use of punctuation, proper subject-verb agreement, understanding
context clues, and appropriate voice intonation are some things a new English
language learner must follow, understand and use. Most English Language
Acquisition (ELA) students have only used English at a minimal level. Thus, they
are given English support classes after school to catch up with their English-

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speaking counterparts in the mainstream classroom and be more confident

interacting with people inside and outside the school.
According to Chomsky (1950), an American linguist, all humans are born with
the innate ability to learn and make sense of language and grammar. In
Chomsky's Innateness Theory, hearing speech triggers a child's natural
predisposition to know a language. The child's brain can interpret what he
hears according to the underlying principles or structures it already contains.
This natural faculty has become known as the Language Acquisition Device
(LAD). Therefore, if a child keeps on hearing the target language and makes
connections, he will be able to learn it eventually. It proves that the easiest way
to learn it thoroughly.
According to an article on excelenglishinstitute.com (2018), students who
understand the fastest are the ones who dedicate a specific amount of time to
using the target language. It is equally important to have English practices at
home to improve their learning in school. In other words, to be successful
language learners, it is necessary for the students to also commit to studying
and interacting with the target language, even outside the classroom.
According to Sharna (2023), the internet is the most helpful technology of
modern times. Alhabdan (2021) also stated in his research that the available
English language learning (ELL) websites function correctly in terms of
usability. This increased awareness of English learning websites as learning
tools helped identify areas for ELL website assessment. It led ELL web
designers to develop better designs for more effective task performance.
Considering this, the researcher intended to create and design a language
learning website to support struggling groups of learners in this gadget-
centered era. In addition, the researcher also wanted to explore the
relationship between users' preferences and their enthusiasm for using the

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website and examine the effects of the website usage on their English
proficiencies, particularly in reading and language usage.
Lack of target language integration (English) at home is a real problem for most
second or foreign-language learners. More often than not, this is due to a need
for more home support and structured learning materials. They also only learn
the target language in schools because, outside the school setting, they do not
use the target language and only hang out with people from similar
communities where their first language, Korean, is spoken.
Chadwick International School, an international day school located at 45 Art
center-daero 97beon-gil, Yeonsu-gu, Incheon, South Korea, uses English as the
medium of instruction in most subjects. Native English teachers and
multilingual non-native English speakers teach the English subject. The
student body represents over 50 nationalities from around the globe. Each
enriches the school community with unique experiences, perspectives, and
possibilities. With this kind of diversity and inclusivity comes a big chunk of
students whose first language is not English. For most of them, it is a foreign
language that they have to learn.
To help these students transition into the school, English Language Acquisition
classes are offered at the start of their first school year. These classes are
divided into 5 phases (Phases 1 to 5). In middle school, the grade levels 6 to 8,
most students start at Phase 2 and go up to the next level once they reach the
highest descriptors of that level and show improvement over the academic
terms.
Extra English language materials are also provided to ELA students and are
accessible to them at home. With technology, distance education means
learning may occur when learners are connected with information resources,
each other, and instructors.

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Significance of the Study

This study will benefit ELA learners, parents, schools, and other researchers.
To the Learners
Using the ABEE website will offer the ELA learners different benefits like
increased recall and concentration skills, better communication skills, and
enhanced English language proficiencies in reading and language use. When
learners perceive a connection between home and school life, they see them as
one integral whole rather than two separate institutions.
To the Parents
Because parents are aware of, recognize, and appreciate their children's
language proficiencies through the help of the ABEE website, it is easier for
them to help support their children's needs at school.
To the Teachers and the School
The teachers will provide higher quality teaching because they can easily
compare the skills a learner should learn. It will also allow a school to create
and design after-school programs to promote language learning.
To the researcher and future researchers
The researcher will use the results of the current study shortly to improvise the
ELA curriculum and develop its integration into mainstream English classes.
This study will also serve as a foundation for future research. This study can
help other ELA teachers interested in designing a language learning website
that focuses on their own learners and online language learning strategies.
Research Objectives
In this study, the researcher intended to:
1. Analyze the student profiles and proficiency levels of the Grade 7 English
Language Acquisition (ELA) class.

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2. Design a language support website (ABEE-After-the-bell English Enrichment

) based on the needs of the learners.
3. Develop inputs in designing the website.
4. Implement the website for the target students for one term.
5. Evaluate the effectiveness of the website in supporting English language
acquisition.
Scope and Delimitation
The study focused on creating an English language learning website as an
online tool to improve the language proficiencies of selected Korean learners.
The participants were Phase 2 & 3 Grade 7 ELA students of Chadwick
International School in 45 Art center-daero 97beon-gil, Yeonsu-gu, Incheon,
South Korea, with Korean address 대한민국, 인천광역시 연수구 아트센터대로 97
번길 45, 송도 더샵 그린워크 아파트 1606동 1602호, 우편번호 22002 and website
URL https://www.chadwickinternational.org/. They were identified and chosen

based on the Northwest Evaluation Association (NWEA) MAP Assessment Fall
2022 results in Language Usage and Reading.
For context, MAP (Measures of Academic Progress) is a computerized adaptive
assessment that measures the student's reading and math knowledge. All
students are asked the same number of questions, but the difficulty of each
question is based on how well a student answers all the previous questions. As
the student answers correctly, questions become more complex. If the student
answers incorrectly, the questions become more manageable and progressively
more challenging. This style enables the assessment to precisely identify the
full spectrum of a student's strengths and weaknesses. Additionally, MAP
reading and math tests are given to first through eighth-grade students in the
fall, winter, and spring of each year.

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In this study, the research participants had either Low goal performance and
belonged to the <21 percentile or Low Average and the 21-40 percentile.
Percentile means the student scored as well as or better than that percent of
students taking the test in that grade.
The theoretical theories anchored to this research study are the Constructivist
Theory of Learning, Self-Regulated Learning Theory, Mindset Theory,
Multimedia Learning Theory, and Language Task Engagement Theory.
Lopez-Garrido (2020) explains that Self-Regulated Learning (SRL)in Figure 1,
the Constructivist Theory of Learning in Figure 2, and Mindset Theory (MT) in
Figure 3 are core frameworks for understanding the cognitive, motivational,
and emotional aspects of learning. Self-regulated academic learning addresses
how students become masters of their learning processes as aligned with the
discussion of Constructivism; learners should not be passive recipients of
knowledge but should be more active in the process instead.
According to Western Governors University (2020), Constructivism states that
students should actively construct their knowledge determined on the learner's
experiences. Therefore, this requires students to have a growth mindset to
become more successful. According to mindset theorists, beliefs about
intelligence influence motivation, attitude, and behavior. If students believe
they can improve their learning through constant practice, effort, and
commitment, there will be a profound influence on their motivation to learn,
and they set themselves up for success.
In our now gadget-abundant world, students, especially middle schoolers,
need to feel they have ownership of their learning and can control the pace at
which they want to learn.
If the teachers give them autonomy, these learners can transform their mental
abilities into task-related academic skills. The shift from the traditional way of

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the teacher being the sole source of information to more proactive learning will
be seen.
Figure 1: A model of Self-Regulated Learning Cycle

Figure 2: A model of the Constructivist Theory of Learning
Figure 3: Adapted Model of Mindset Theory
Both Figure 4, Multimedia Learning Theory (MMLT), and Figure 5, Language Task
Engagement, discuss that students learn more effectively if they are actively
engaged with the task in more ways than one. Students learn better from
images and words than just from words. Nowadays, learning is multi-faceted
because of technology, as study materials now cater to different learning
stimuli in the form of videos, podcasts, and the like.
Task engagement, especially in language learning, can generally be described
as "when students expend focused energy and attention and are emotionally
involved" (Philip et al., 2016). Research proves that task engagement also
positively correlates with language learning (Nakamura et al., 2020). Like the
other theories mentioned, task engagement among learners may lead to
increased motivation, persistence, satisfaction, and learner achievement
(Reeve et al., 2014).
Furthermore, literacy learning should be extended to encompass skills required
to specifically make meanings and represent through multimodal texts (digital

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literacy). This new literacy involves a blend of mastery of speaking, listening,

reading, writing, and viewing to be fully functional for meaning-making and
representing through multimodal text.
Figure 4: A model of Multimedia Learning Theory
Figure 5: Adapted Model of Language Task Engagement

Hence, students will learn better if they can see and hear the information given
to them and relate the information to their prior knowledge. To succeed
academically, especially in learning a new skill or language, learners must
display personal initiative, perseverance, and adaptive technological skill in
their quest for knowledge.
Conceptual Framework
The conceptual framework of this study is summarized in the paradigm
presented in Figure 6. The study intended to document the development of a
language support website for selected Korean learners using the ADDIE model.
Four key factors must come together to successfully reach its primary objective
of effectively supporting English language acquisition. These were:
1. ) The students' growth mindset.

2. ) Self-regulated learning.
3. ) The ELA program and teacher monitor.
4. The home support plan involves parents, older siblings, or guardians.
As a multicultural school, Chadwick International has already placed an

English language acquisition program to improve its school's diversity, equity,

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and inclusion. For this program to be successful, struggling language learners

also need help accessing and reviewing their English materials at home
through technology-based learning.
Figure 6: Conceptual Paradigm
The most accessible and feasible way for students to have differentiated
instruction is a language website designed according to the users' needs and
preferences. It will also help them practice their self-regulation and growth
mindset. If students believe they can get more intelligent by doing the tasks on
the website and taking ownership of their learning, they will be encouraged to
practice more and aim for better scores.
Harding et al. (2016) state that good self-regulation skills include good time
management, rapidly selecting the most efficient problem-solving strategies,
and actively monitoring emotional states such as frustration. Since the
students can immediately see their scores, they will have a perception of their
abilities, and it will motivate them to maximize the use of the website. Hence,
they will keep using it more frequently.
The additional support from ELA teachers and a structured home-support plan
involving parents or guardians will further influence students' academic
achievement and self-regulated learning. The effects of mediation and task
monitoring among the website users will also ensure the website's success as
a language learning tool.
Assumptions
In this study, the following assumptions were made:

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1. Knowing the users' preferences in a website will help develop an effective

and productive language learning website.
2. The students will be encouraged to use a website as a language tool if it is
catered to their needs as language learners.
3. Integrating a website like After-the-Bell English Enrichment (ABEE) into the
Chadwick International School ELA program will improve students' English
reading and language usage.
4. Consistency and frequency in using the ABEE website are essential in
developing the student's English language proficiency.
5. An online website like ABEE will cultivate a culture of fun language
enrichment activities at home that the students will enjoy doing.
6. A supportive relationship between teachers, parents, and students will help
develop the learner's language proficiency.
Definition of Terms
The following terms are defined both conceptually and operationally.
ADDIE. It refers to the instructional development process
comprising five phases: analysis, design, development, implementation, and
evaluation (Bouchrika, 2022. In this study, it refers to the different stages of
creating a website.
Digital resource. It refers to those information resources
in an electronic format accessible through internet-connected computers or
other electronic devices (www.igi-global.com/dictionary). In this study, it refers
to the visual, audio, and text materials found on the website.
English Language Acquisition (ELA). It is the term used for
an extra support class for students with limited English language proficiency.
Students receive a combination of 'pull-out' and 'push-in' learning support

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depending on their proficiency level. The emphasis is to promote academic

English proficiency, enabling learners to access the mainstream curriculum as
quickly as possible (Chadwick ELA Program Handbook, 2022). In this study, ELA
in secondary is aligned with the MYP Language Acquisition courses. Each
student's English language proficiency is determined using the WIDA
assessment program. ELA students in Grades 6-9 are placed into one of three
different classes following their phase of proficiency. Students with a strong
enough English level to exit the ELA program are placed in English Language
and Literature.
English as a Second language (ESL). English as a second
language is learned in environments where English is regularly spoken
(Nordquist, 2020). In this study, it refers to the students who are taking English
as an additional language in addition to their mainstream English classes.
English website. A website that helps you learn English as
a second or foreign language (myenglishpages.com). In this study, it is a
language learning platform that would promote students' self-regulated
learning in a target language.
Monolingual. A person who speaks only one language (Oxford
dictionary). In this study, it refers to a study that only knows one non-English
language.
Measures of Academic Progress (MAP) assessment. The
Measures of Academic Progress (MAP) assessment measures a student's
academic achievement and growth in reading and
mathematics(https://www.nwea.org/map-growth/). In this study, it is the
assessment tool used to identify the students who will be a part of the English
language acquisition classes in the current academic year.
Phase 2 ELA. Students who are in the Emergent level of

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English Language Acquisition class. They should be given guidance during

summative assessments such as 400-500 words of simple texts, the use of
basic vocabulary, 100-150 words produced in a timed writing activity, and 2-3
minutes of speaking time (Chadwick ELA Program Handbook, 2022). In this
study, it refers to the phase of the students who got more than 3 Low or Low
Average goal descriptors.
Phase 3 ELA. Students who are at the Capable level of
English Language Acquisition class. At this level, they should be able to read a
limited range of texts of 800-900 words, understand and interpret ideas, write
200-250 words in a timed-writing activity, and speak about a topic for 3-4
minutes(Chadwick ELA Program Handbook, 2022).In this study, it refers to the
phase of the students who got less than 3 Low Average goal descriptors.
Student-centered learning. Student-centered learning refers
to a teaching method that connects students' interests and what they learn in
school. The ultimate goal is to make the educational process more meaningful
to students. (https://rentonprep.org/, 2022). In this study, it refers to
personalized learning wherein the students can choose the number of tests or
materials to learn at their preferred time.

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NOTES:
Tan, Kim Hua, et al. “Implications of English as an International Language for
Language Pedagogy.” International Journal of Higher Education, vol. 9, no. 1,
Sciedu Press, 23 Dec. 2019, p. 22. Crossref, doi:10.5430/ijhe.v9n1p22.
Sharifian, F. (2017). English as an international language. The International

Encyclopedia of Intercultural Communication.
https://doi.org/10.1002/9781118r783665.ieicc0027
Chomsky, Noam, 1957/2002, Syntactic Structures, Berlin: Mouton de Gruyter.
English, Excel. "4 Tips for Learning English More Quickly." Excel English
Institute, Excel English Institute, 27 Feb. 2020,
https://excelenglishinstitute.com/tips-for-learning-english-more-quickly.
Sharna, Kajal. "Role of Internet in Education: Online Education." |, 27 Jan. 2023,

https://www.theasianschool.net/blog/role-of-internet-in-education/.
Alhabdan, Arwa. "Evaluating English Learning Websites and Digital Resources

from the Perspective of Saudi English Language Learners: Technical

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Assessment." Theory and Practice in Language Studies, vol. 11, no. 6, 2021, pp.
639–651. https://doi.org/10.17507/tpls.1106.07.
Lopez-Garrido, Gabriel. "Self-Efficacy Theory." Self-Efficacy Theory | Simply

Psychology, 9 Aug. 2020, https://www.simplypsychology.org/self-efficacy.html.
Western Governors University. "What Is Constructivism?" Western Governors

University, Western Governors University, 21 Oct.
2020,https://www.wgu.edu/blog/what-constructivism2005.html#close
Philip, J., & Duchesne, S., (2016). Exploring engagement in tasks in the
language classroom. Annual Review of Applied Linguistics, 36, pp. 50-72.
Nakamura, S., Phung, L., & Reinders, H. (2020). The effect of learner choice on
L2 task engagement. Studies in Second Language Acquisition. First View:
cambridge.org/core/journals/studies-in-second-language-
acquisition/article/effect-of-learner-choice-on-l2-task-
engagement/63A0807738A0A9CCD1A5ECD05237BBED
Reeve, Johnmarshall, and Woogul Lee. "Students' Classroom Engagement

Produces Longitudinal Changes in Classroom Motivation." Journal of
Educational Psychology, vol. 106, no. 2, American Psychological Association
(APA), May 2014, pp. 527–540. Crossref, doi:10.1037/a0034934.
Goh, Felicia, et al. "Teaching Self-Regulated Learning Skills." Teachermagazine,

11 Oct. 2016.

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Bouchrika, Imed. “The Addie Model Explained: Evolution, Steps, and

Applications.” Research.com, 26 Sept. 2022,
https://research.com/education/the-addie-model.
"What Is Digital Resources." IGI Global, https://www.igi-

global.com/dictionary/digital-resources/7695.
Nordquist, Richard. "English as a Foreign Language (EFL)." ThoughtCo, 27 Aug.

2020, thoughtco.com/english-as-a-foreign-language-efl-1690597.
"English Website." My English Pages, 8 Jun. 2021,

https://www.myenglishpages.com/blog/english-website/.
"Map Growth." NWEA, 7 Mar. 2023, https://www.nwea.org/map-growth/.
"What Is a Student-Centered Learning Approach?" Https://Rentonprep.org/, 7

Sept. 2022, https://rentonprep.org/what-is-a-student-centered-learning-
approach/#:~:text=Student%2Dcentered%20learning%20(SCL),process%20m
ore%20meaningful%20to%20students.
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter summarizes the overview of related theories, literature, and
relevant studies. It will introduce the research study that compromises the
main focus described in the research.

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Before action research, existing literature on the research topic must be

reviewed and acknowledged to gain a deep understanding of varying
perspectives, practices, and implications.
Learning English and overall language improvement are essential skills one
must invest in. However, for native Koreans and non-English speakers, learning
a foreign language, mainly English, requires dedication and commitment.
Although the English language is learned throughout primary until tertiary
education system in national schools in Korea, core subjects such as science,
civics, mathematics, and other materials are still taught or conducted in the
Korean language.
Therefore, most students cannot use the language in their everyday lives and
utilize it when most crucially needed, especially during job interviews in a
multinational company or communicating effectively with a native English
speaker. Local educators do not have enough resources to hone further and pay
attention to each student's progress individually.
Hence, these Korean students do not have competitive English proficiency
when they transfer to an international school like the Chadwick International
School. It means they must be placed in an English Language Acquisition (ELA)
class until they can eventually join the mainstream classes without additional
language support. This program is also the same for monolingual foreigners
who speak non-English first languages.
This literature review is systematized based on revolving themes. Three themes
guided the discussion on investigating the effect of the ABEE website on the
English proficiency levels of Koreans and other non-English speaker students.
The first theme focused on the challenges this study's participants faced in
learning English at home. Knowing these laid the foundation for creating a

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website that caters to their learning needs and preferences and is accessible to
students with reliable internet connections.
The second theme focused on technology-based learning at home, providing
different practices and exercises for their language proficiencies.
Finally, the third theme focused on the website's effectiveness (ABEE) as an
English language tool. The study attempted to investigate the essential
elements of a language learning website based on the preferences of the target
language learners.
Prisma Flow of Related Literature
This section evaluated the review of related studies and related literature. The
study was based only on original research articles and journals from the JSTOR
database. This database is part of ITHAKA, a not-for-profit organization helping
the academic community use digital technologies to preserve the scholarly
record and advance research and teaching sustainably.
The researcher had unlimited and complete access to this database as it is part
of the Chadwick International School's academic faculty's research database.
To provide a good quality review, the researcher checked all duplications
thoroughly and analyzed the abstracts of the articles. A careful evaluation of
each research paper
was carried out in the later process.
The exclusion criteria were to limit the research to Asian Studies, Linguistics,
Education, and Language and Literature.
Figure 7 (PRISMA statement)

Furthermore, the researcher set additional filters, such as the research paper
must not be at most 1980, in English only, and must target the prime contents
such as website conceptualization and website as an English language tool.

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The researcher selected 17 articles after assessing each on the inclusion and
exclusion criteria.
This section presented related literature and studies that have some
resemblances to the present study. The researcher reviewed dissertations,
article journals, and other related reading materials to gain insights and guides
in conducting the present study.
Learning English as a Foreign Language
According to Cho (2014) on understanding the importance of English education
in South Korea, his study found the following results: (a) South Korean students
significantly focus on achieving a high level of English competency; (b) South
Korean students especially lack English speaking and writing skills, and (c)
South Korean students devalue the English educational environment in Korea
but value the English educational environment in America.
Zhang et al. (2013) studied the motivation of 3,777 students to learn English
from elementary to high school. The results revealed that junior high school
students had the highest learning motivation, followed by those in elementary
and high school.
The most influential factor was that the parents' positive influence on
students' English learning motivation was more significant at this school level.
At the tertiary level, the study by dos Santos (2020) revealed that college
students' intention to learn English is positively affected by their learning
attitude, perceived behavioral beliefs, and accepted norms. In the past ten
years, more and more non-local students have come to Macao to further their
education, which led to a significant change in the student structure, affecting
college students' English learning. Torres et al. (2020) stated that diverse
approaches and methodologies characterize English as a foreign language
(EFL) due to the uniqueness of the countries where this language is taught.

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According to Zou (2012), English oral competence has always been a weak point
for Chinese college students. The lack of effective learning strategies was a
significant reason. Since there was a great demand to master the speaking
ability of EFL learners, several methods, approaches, techniques, and
procedures were implemented and experimented with to find efficient and
effective ways to help learners satisfy their speaking and communicative needs
(Khoshsima et al., 2016). The requirement for oral English with proficiency and
improving speaking proficiency had increased rapidly. Chinese college students
are now employing a good amount of strategies, and the advanced and less
advanced learners have different levels of strategy-using and flexibility in
learning.
English immersion in some East Asian countries ensures that some non-
language subjects are also taught in the second language. In China, about 30-
40% of the curriculum is taught in English, including English language arts,
social studies, and science. The other 60-70% of the curriculum is taught in
Chinese, including critical subjects such as Chinese and mathematics (Cheng
et al., 2010).
Zou (2014) also mentioned that learning English can now be facilitated through
mobile learning, a medium suggested for distance education, mainly promoted
by handheld devices such as smartphones, tablet PCs, and PDAs (Personal
Digital Assistants) audio players. Those devices can be connected wirelessly to
each other and networks, thus ensuring mobility and flexibility. Hence,
students can access their language learning websites quickly and conveniently.
According to Zou (2014), advanced learners are more likely to make a plan for
their study and frequently modify their techniques to evaluate their oral English
state.
Technology-Based Learning

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Howard Gardner, well known for his theory of multiple intelligences, advised
students to regard technology as a tool. Gardner (2000) mentioned that one
primary task before embracing new technology was determining the
educational goals and demonstrating how that particular technology can help
achieve them.
In Gardner's view, the same events that stimulated the computer's
development also revolutionized our understanding of teaching, learning, and
how the human mind functions. Hence, using the available technologies could
make lessons fun because of the explicit materials and easy accessibility to
learners.
Lumayag (2019) believed that Gardner's Theory of Multiple Intelligences is best
applied when using ICT facilities and equipment and utilizing the classroom-
website innovation English teaching.
Moreover, using technology as much in the classroom as outside makes the
students feel much more motivated. If a particular website does not satisfy the
users' needs, they will leave and look elsewhere. Thus, websites must provide
usability and other design criteria to attract users (Juviler, 2022).
Technology in language learning transformed students from passive recipients
to active learners and allowed more profound and enriching linguistic
immersion. Students can now study their English courses using various
comprehensive apps and online educational platforms that offer numerous
functionalities tailored to academic centers' needs.
Alhabdan (2021) mentioned that almost every learner of the English language
aims to become proficient and fluent. Achieving this aim depends on the
teaching methods, learning prospects, pedagogical skills, and learning styles
adopted by the designers of the digital resources used to teach the target
language. When these factors are carefully structured and aligned by the

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developers in the content delivery through digital resources, visitors and

learners stand a greater chance of achieving their learning goals.
Digital literacy is not an alternative or replacement to traditional literacies but
an extension that contributes to the overall literacy required for working,
learning, and socializing in the contemporary world.
English language learning websites for English Enrichment
Many English learning websites have provided interested users various
developmental or challenging opportunities, including linguistic development
activities and tasks, online language tests, and language games.
Shen et al. (2015) stated that interest in learning English in China led
government institutions to operate most English language learning (ELL)
websites. These include Foreign Language Teaching and Research Press, China
Daily, China Central TV University, and Shanghai Hu Jia Cultural Media.
Hence, the internet has allowed for greater access to information and
resources. It gives access to information, meaning any individual has access to
opportunities. If teachers develop or use classroom websites, it demonstrates
a commitment to prepare students for participation in a growing
technologically-literate world.
NOTES

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Cho, J. (2014). Understanding the Importance of English Education in South

Korea and Exploring the Reasons Why South Korean Students Come to a
University in the Midwest. (MA Thesis). University of Nebraska-Lincoln.
Zhang, Qian-Mei, and Tae-Young Kim. "Cross-Grade Analysis of Chinese

Students' English Learning Motivation: A Mixed-Methods Study." Asia Pacific
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Achievement in English, Chinese and Mathematics." Evaluation &
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English Learning. International Journal of Computer-Assisted Language
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CHAPTER III
RESEARCH METHODOLOGY
This chapter summarized the description of the research process. It delivered
information regarding the method utilized in undertaking this research study
and a justification for the procedure of this method. Likewise, it contained the
research design, population or respondents, instruments, data analysis,
validity, reliability, and ethical consideration.
Research Design
This research was a Multiple Case Study Mixed-Method: Integrating
quantitative and qualitative data strengthened the consistency and enriched
the analysis and findings of the relationship between knowing the learners'
needs and preferences in a website and integrating them during the website
creation.

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The quantitative method was reliable in collecting information from various

respondents efficiently and timely. It collected primary data from the nine
respondents regarding their preferences for a language learning website. On
the other hand, the qualitative method was used to understand the effect of
using the ABEE website on ELA students.
According to Patton (2014), qualitative research allows the researcher to
understand the unique interaction in a particular situation. In choosing this
research approach, the researcher highlighted the voice of all contributors;
categories of knowledge were not imposed on respondents by closed questions
or scales; instead, a survey questionnaire gained and constructed knowledge.
Therefore, the researcher chose mixed methods to gain a deeper understanding
of the feedback of students and content experts.
Methods and Procedure
This study measured the effectiveness of the ABEE website as an English
language home support tool for ELA Phase 2 and 3 students at Chadwick
International School.
The researcher followed the ADDIE MODEL to design and develop the website
to achieve this aim. Educators, instructional designers, and training developers
find this approach practical because the stages are clearly defined(Kurt, 2017).
It also has a flexible guideline that helps instructional designers build useful
support tools in five (5) phases: Analysis, Design, Development,
Implementation, and Evaluation. Rapid prototyping is among the improvements
made to this model (Ahmad, 2013). It allowed feedback based on continuous
assessment throughout the creation of materials.
Determine the research instrument. The first research instrument for
collecting data was the quasi-experimental design of the students' English
MAP Assessment. For this study, the researcher and the other middle school

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ELA teachers looked at the Grade 7 MAP assessment results in Language Arts:
Reading with three components: Literature, Informational Text, and Vocabulary.
The other assessment was the Language Arts with three components like
Writing ( Write and Revise Texts for Purpose and Audience), Language
(Understand and editing for Grammar, Usage), and Language (Understand and
editing for Mechanics). The students with low and low average descriptions in
the six components above were included in the ELA classes for 2022-2023.
The second research instrument was a survey questionnaire. Three (3)survey
questionnaires were given at different ADDIE phases.
The first questionnaire (website conceptualization survey) was given to the
identified students in the Design Phase to determine their preferences for a
website. It was sent to the identified ELA students' Chadwick School emails.
Their participation was voluntary and anonymous.
In the Student Profiles section, the students were asked about their current
grade level, identified ELA phase, nationality, frequency of English usage
outside the school, and primary gadgets to use the website.
In the Website Design section, the students gave their preferences regarding
design and color, visual sources and images, and font size.
In the Website Navigation section, the students gave their preferences
regarding browser compatibility, usability, easy-to-use icons, links, and fast
log-ins.
In the Website Content section, preferences for content relevance, clarity,
visual appearance, interactive learning, and not being time-bound were asked.
In the Assessment section, the students gave their preferences regarding test
results, parents' access to results, suggestions for answers, possible retakes
after a low test performance, and assessment difficulty.

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Lastly, the students were asked how often they could use the website as an
English language learning tool and what other suggestions they may have had
for the website.
The second questionnaire was for content and website experts. It was
administered to one (1) ELA Coordinator, five (5) ELA teachers, and six (6) IT
experts in the Development Phase.
The third questionnaire (website evaluation survey) was given to the students
in the Implementation Phase to evaluate the website as a language learning
tool after one term.
Research Participants' Profiles
Decide who will take part in the survey. This study took place in the middle
school department of Chadwick International School in 30 Art center Daero 97
Beongil, Yeonsu-gu, Incheon, 22002 Republic of Korea with Korean address, 대
한민국, 인천광역시 연수구 아트센터대로 97번길 30, 송도 더샵 그린워크 아파트
1606동 1602호, 우편번호 22002.

Currently, the English Language Acquisition Phases used in the school are
Phases 2, 3, 4, and 5. According to the www.ibo.org and Chadwick International
ELA handbook, students in Phases 2 are at the Emergent level. They can read
400-500 word simple texts, identify, respond, and use basic vocabulary, speak
for at least 2-3 minutes, and write 100-150 words in a timed setting.
Meanwhile, students in Phases 3 and 4 are at the Capable level. They can read
a limited range of texts of about 800-900 words, understand, interpret, and
begin to construct meanings, speak for at least 3-4 minutes about a chosen or
assigned topic and write 200-250 words in a timed setting.
Lastly, in Phases 5 and 6, students are at the Proficient level. They can read
authentic and complex texts of about 900-1500 words, analyze, evaluate, and

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infer meaning, speak about a chosen or meaningful topic for about 4-5
minutes, and write at least 300-400 words in a timed setting.
This study's participants were six (6) Grade 7 students in Phase 2 ELA and three
(3)Grade 7 students in Phase 3 ELA. The students were identified based on
their Fall MAP (Measures of Academic Progress) Growth Assessment results. At
Chadwick International School, all K1 to K12 take the NWEA or Northwest
Evaluation Association MAP Assessment twice a year to assess achievement
and growth in K12 math, reading, language usage, and science.
According to www.nwea.org, NWEA assessments are used by over 9,500
schools and districts in 145 countries. This tool provides teachers with data to
understand students' unique skills and challenges as they adapt to their level.
The final result is a clear indication of a student's capabilities.
MAP Growth assessment is just one of the tools used to measure student
literacy, math, and science proficiency. Using the English MAP assessment
data, the ELA teachers identified students with low and low average goal
descriptors and low Lexile ranges in Language: Reading and Language Arts.
Then, they were automatically included in ELA after-school classes.
Ethical Considerations
The researcher asked permission from the school administrative board to
conduct this research and explained the purpose and the benefits that it would
contribute to future ELA classes.
In addition, the identities of the respondents were kept anonymous. According
to Cleave (2016), reassuring respondents participating in surveys that the
information they are giving will remain confidential is of the utmost importance
and will also improve survey response rates.
Data Analysis Techniques

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To identify the ELA Phase of the respondents, the researcher used the MAP
Growth Assessment results to determine the Lexile levels of the assessment
takers. It is a trusted tool by international schools worldwide to help the
experienced faculty tailor instruction to each student's unique strengths and
areas needing additional support to achieve their best individual result.
The researcher also used the Website Conceptualization Questionnaire to
validate the respondent's preferences on what an effective language learning
website should have. Based on the survey questionnaires' results, the
researcher formulated and analyzed the results gathered on the given data set.
The researcher used the formula below to compute the weighted mean and
rank:
The average ranking was calculated as follows where:
w = weight of the ranked position
x = response count for answer choice
x1w5 + x2w4 +x3w3 +x4w2 +x5w1
Total response count:
• The #1 choice weights 5

If the student ranked the descriptor as number 1 or the most important, it

would be given a weight of 3. If the descriptor is ranked as number 2, it would
be given a weight of 2; if it is ranked as number 3, it would be given a weight of
1. Once the number of voters was counted, it was multiplied by the weight

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assigned to each rank. The descriptor with the biggest score was ranked one or
the most important, followed by the next succeeding numbers.
Furthermore, to validate the website content and design, the contents of the
website were presented for review and criticism to Chadwick International
School's ELA teachers and coordinator in the form of a survey questionnaire,
and the website was presented to the five (5) Middle School Information
Technology Department experts and one (1) field expert. The 12 experts' survey
results were calculated for Content Validity Ratio (CVR) by Lawshe. The panel
assessed whether the component measured by the question was "accepted,"
"accepted but needs revision," or "eliminated."
The equation follows, where
• Ne = the number of "essentials" for an item.

• N = the number of experts.
The data obtained in the questionnaire were analyzed and interpreted through
this legend:
+1 Perfect Agreement -Accepted

0.33-0.99 Agreement -Appropriate
0 - 0.32 Agreement -Needs for Revision
-0.33 (-)-1 Perfect Disagreement -Eliminated

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Content validation plays a primary role in the development of any new

instrument. Qualified experts participated in the content and procedural
aspects of the website and provided information, evidence, judgments, and
assessments. Evaluation through this expert judgment consists of asking
several individuals to judge an instrument or to express their opinion on a
particular aspect (Cabero et al., 2013). The instrument can provide meaningful
and accurate inferences or decisions from the instrument scores given the
assessment purpose (Messick, 2015).
To bring the concepts and ideas together, the researcher enlisted the
professional expertise of a website designer.
According to this expert, the initial stage of the website development included
Google Drive, a cloud-based storage platform that allowed saving data of
students online and access them anywhere from any smartphone, tablet, or
computer, Google Charts which provided a perfect way to visualize data on the
website such as the monitoring of student and visitor of the platform, Google
Forms which served as a quiz application that allowed the researcher to quickly
assess students' understanding with automatic and manual grading tools,
specify correct answers, points, and give feedback for correct and incorrect
responses, and identify frequently missed questions that need further review
in the response summary, Google Sheets, a spreadsheet program that is
included as part of the free, and web-based Google Docs Editors suite offered
by Google, which acted as a database of the ABEE website and allowed the
researcher to consolidate the data such as the students' results of quizzes,
exercises, and attendance.
Furthermore, the website also utilizes Google Calendar, a time-management
and scheduling calendar service developed by Google, helped as a scheduler
and notifier and allows the students to see future announcements in regards to

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ABEE, such as web maintenance and schedule of quizzes, Google Sites which
served as the web page creation tool of ABEE, and helped the researcher to
create, build a site, and include a variety of information, Google Maps which
served as map locator of Chadwick International School and offered satellite
imagery, aerial photography, street maps, 360° interactive panoramic views of
streets, real-time traffic conditions, and route planning for traveling by foot,
car, bike, air, and public transportation and finally, Facebook Plug which served
as Chat Autobot wherein the users talked to a bot or a human and requested
some assistance related to the ABEE website.
All the procedures involved in the website creation are summarized in Figure 8.
To implement the website, the researcher monitored the usage regularly
through a monitoring form embedded in the website. It could record the log-ins,
tests completed, and quizzes passed every week. The passing score for each
test was set at 50%.
In Week 0, the researcher focused on the registration of the users,
demonstration of website usage, and assigning the corresponding ELA phase of
students. After Week 1, the researcher identified the issues encountered by the
users, including the inability to log in and lack of time to integrate website use.
Regular meetings with the participants during their ELA class helped the
students access the website with proper guidance and sort out the difficulties
in using the website.
To ensure home support, the researcher emailed the parents in Week 2 to enlist
their help monitoring the students at home.
To evaluate the effectiveness of the ABEE website integration in the ELA
classes, the participants answered a website evaluation survey after using it
for one term. The feedback based on user acceptance and satisfaction helped
validate the development of the product and revise it following.

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Figure 8: Flow chart of the creation and design of the website
the input or suggestions given by the respondents. The survey focused on the
website's effectiveness as an English language support tool. The students were
asked to rate all items on a 4-point Likert scale.
The data obtained in the questionnaire were analyzed and interpreted through
this legend:
3.60-4.00 Very Good
2.60-3.59 Good
1.60-2.50 Adequate
0.00-1.59 Poor
NOTES

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Patton, Michael Quinn. Qualitative research & evaluation methods: Integrating

theory and practice. Sage publications, 2014.
Kurt, Dr. Serhat. "Addie Model: Instructional Design." Educational Technology,
16 Dec. 2018, https://educationaltechnology.net/the-addie-model-
instructional-design/.
Ahmad, Y. (2013). Instructional Design and Motivation in Computer-Based
Learning Environment. IOSR Journal of Computer Engineering (IOSRJCE), 8(3),
9–12.
Iborganization. "Language Learning in MYP." International
Baccalaureate®,https://www.ibo.org/programmes/middle-years-
programme/curriculum/language-acquisition/.
"NWEA Home." NWEA, 17 Mar. 2023, https://www.nwea.org/map-growth/.
Cleave, Philip. "The Importance of Keeping Survey Responses Confidential."
SmartSurvey, 25 Jan. 2022, https://www.smartsurvey.co.uk/blog/the-
importance-of-keeping-survey-responses-confidential.
Cabero J., Almenara J.C. La aplicación del juicio de experto como técnica de
evaluación de las tecnologías de la información y comunicación (TIC) Eduweb.
2013;7:11–22.
Messick, S. (2016). Validity and washback in language testing. Language

Testing. https://doi.org/10.1177/026553229601300302
CHAPTER IV
PRESENTATIONS, ANALYSIS, AND INTERPRETATIONS OF DATA

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This chapter focused on the presentations, analysis, and interpretations of the

data gathered that answered the research objectives: Analyze the proficiency
level of the Grade 7 students in the English Language Acquisition (ELA) class,
Design a language support website based on the needs of the learners, Develop
inputs in designing the website, Implement the website for the target students
and Evaluate the effectiveness of the website to support English language
acquisition.
For this study, the researcher followed the 5 phases of the ADDIE Model. The
acronym "ADDIE" stands for Analyze, Design, Develop, Implement, and
Evaluate. ADDIE is an Instructional Design model that has withstood the test of
time and use. It is a "device" to help us think through a course's design
(Levesque, 2019).
Analysis Phase
Doing the analysis phase as the first step saved the researcher time and
resources. In this stage, the researcher focused on the research objectives of
the ABEE website, which is to design the website based on the needs of the
learners. First, the researcher determined the needs of the website's intended
users.
Table 1A shows the five lowest results in Grade 7 MAP Language Arts Reading
last fall (September 2022). These either got Low or Low Average goal
descriptors in any of the three sections for Language Arts: Reading.
In this test, there are three components, namely, literature, informational text,
and vocabulary. Literature indicates a student's ability to identify key ideas and
details and craft and structure in literature. Informational Text suggests
students' ability to identify key ideas and details and craft and design within
the informational text. Vocabulary Acquisition and Use indicate students'
ability to identify print concepts, phonics, and word recognition. It also shows

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how a student used context clues and references when reading word
relationships and nuance within the text.
The table also shows that these students were registered with a Lexile Level of
780-930L or below. For Grade 7, the norm Lexile range should be 1060L to 1375
at the beginning of the year and 1095L -1410L at the end of the year.
In the Literature section, four students got Low Averages in the goal
descriptor's interpretations, and one got a Low goal descriptor interpretation.
On the other hand, in the Informational Text section, four students got Low
Averages in the goal descriptor's interpretations.
In the Vocabulary Acquisition section, two students got Low Averages in the
goal descriptor's interpretations.
The results show that five (5) students' Lexile levels were from 745L - 980L.
This indicated that they are all in the Grade 3 Reading level, which ranges from
735L to 1060L.
Each area tested is listed along with a descriptive adjective of the student's
score. The descriptor Low indicates that the student is in the <21 percentile or
interpreted that the student's test score is in the 20th percentile. It means that
the student scores better than 21 percent of all the 2022 NWEA Norming study
test takers. However, it also means that 80 percent score the same or better
than the student. The LA (Low Average) indicates that the student is in the 21 to
40 percentile and scores better than 21 - 40 percent of all test takers. However,
it also means that 60 - 79 percent score the same or better than the student.
Table 1A.: MAP Growth Results for Language Arts: Reading
A: Literature B: Informational C: Vocabulary Lexile

Text Acquisition Range

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GP INT GP INT GP INT
I 21-40 LA 21-40 LA 21-40 LA 745L-895L

percentile percentile percentile
II <21 L 21-40 LA 61-80 HA 765L-915L

III 21-40 LA 21-40 LA 41-60 A 765L-915L

IV 21-40 LA 41-60 A 41-60 A 780L-930L

V 21-40 LA 21-40 LA 21-40 LA 780L-980L

Legend:
Goal Performance:

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L- low
LA-low average
A-average
HA-high average
Suggested Lexile Level at the Beginning of the Year (Fall)

Grade 3 530L - 885L
Grade 4 735L - 1060L
Grade 5 900L - 1210L
Grade 6 990L - 1300L
Grade 7 1060L - 1375L
According to lexile.com, the Lexile Framework® for Reading is a scientific
approach to measuring both reading ability and the text complexity of reading
materials on the same developmental scale. Educators use Lexile measures to
match students with text, putting them on the path to success in school,
college, and careers. Delivering specialized instruction to struggling readers is
effective if the intervention does not detract from other students' learning
(Amendum et al., 2011).
Simply put, the students strongly need intervention and external support
outside the mainstream classes to improve their reading proficiencies. Since
Lexile is a unit for measuring text difficulty, choosing books that fall within the
range and are considered appropriately challenging for the students is very
important.
Presented in Table 1B is the Grade 7 MAP Growth results in Language Usage
last fall (September 2022). These identified students either got an L (Low) or an

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LA (low average) in three categories: writing, language usage-grammar, and

language usage-mechanics. Each area tested is listed along with a descriptive
adjective of the student's score. Low GP corresponds to <21 percentile, Low
Average or in the 21-40 percentile, Average or in the 41-60 percentile, High
Average or the 61-80 percentile, and High or in the > 80 percentile.
Three students got Low Averages goal descriptors for writing, while one got a
Low goal descriptor. For Language Usage-grammar, three students got Low
Averages in the goal descriptors while one got a Low goal descriptor. For
Language Mechanics, three students got Low Averages in the goal descriptors.
The descriptor Low indicates that the student was in the <21 percentile or the
student's test score is in the 20th percentile. It means the student scores
better than 21 percent of all the 2022 NWEA Norming study test takers.
However, it also means that 80 percent score the same or better than the
student. The LA(low average) indicates that the student is in the 21 to 40
percentile. It means the student scores better than 21 - 40 percent of all the
2022 NWEA Norming study test takers. However, it also means that 60 - 79
percent score the same or better than the student.
Fear of negative evaluation, test anxiety, communication apprehension, and an
identity factor can be relevant to the student's performance in acquiring a new
language.
Table 1B: MAP Growth Results for Language Arts: Language Usage
A: Writing, B: Language , C: Language
Revise Texts for Grammar Usage Mechanics

Audience & Purpose

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GP INT GP INT GP INT
VI <21 L 21-40 LA 21-40 LA

VII 21-40 LA <21 L 21-40 LA

VIII 21-40 LA 21-40 LA 21-40 LA

IX 21-40 LA 21-40 LA 41-60 A

The descriptors of Goal Performance are:

Goal Performance: Interpretation:
(<21 percentile) L -Low

(21-40 percentile) L- Low Average
(41-60 percentile) A-Average
(61-80 percentile) HA -High Average
(>80 percentile) H- High

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Since the students are of different nationalities, the researcher found out that
all the low scorers are non-native English speakers who are not used to
speaking English outside the school. Since these students are in a learning
environment like a mainstream classroom with native speakers, many factors
affect their ability to use English.
To help non-native English speakers develop their confidence and language
proficiency, English teachers must think of strategies to help these struggling
readers. One of them is creating a safe space for them to answer without fear of
being a target of ridicule for other students. This can be in the form of an online
language tool they can access even when not in school. Using a language
learning website in the comforts of their own homes will be beneficial for the
students as it will encourage them to keep trying to improve their reading and
usage of the English language.
Design Phase
In this study's Design phase, the researcher aimed to learn the learners'
preferences regarding a language-learning website, and the collected data was
incorporated into the website's features.
To do this, the researcher asked the students to participate in a Website
Conceptualization survey. This data was gathered during the Fall term of 2022-
2023, in the 4th week of instruction. The questionnaire was administered in
Google Forms to the Phases 2 and 3 ELA Grade 7 students, and the
participation was voluntary and anonymous. The questionnaire was divided
into six sections: Student profiles, Design, Navigation, Content, Assessment,
and Frequency of usage.

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Table 2A shows the student profiles of the participants. The first row shows
that 66.7% or six students were in Phase 2 ELA, and 33.3% or three students
were in Phase 3 ELA. The ELA teachers informed the phase that the students
belonged to before answering the survey questionnaire. The second row shows
the nationalities of the students who took the survey. All nine (9) participants
are Koreans. The third row shows that 44.4% or four respondents rarely used
English outside the school, 33.3& or three respondents sometimes used
English, and 11.1% or one student never used the English language outside
Chadwick International School. Row 4 shows that nine students, or 100% of the
respondents, would use their laptops to navigate the website.
From the survey results, the researcher inferred that the 9 participants are
non-native English speakers. They also did not.
Table 2A: Students' Profiles
Survey Responses:
1. Identified Phase
Phase 2 - 6 students
Phase 3 - 3 students
1. Nationality
Koreans - 9
Others - 0
1. English usage outside Chadwick International School

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always-0
often-1
sometimes-3
rarely-4
1. Primary device to navigate an English Language Learning website
Laptop-9 students
tab-0
Mobile phone-0
Desktop-0
have many opportunities to speak the language outside the school and usually
conversed in their mother tongues for communication purposes. On the other
hand, since a laptop was a school requirement, all of them already had this
device and would feel comfortable using their laptop for the website.
According to Yost (2019), students need individualized instruction to meet their
varied needs. Knowing who students are is a starting point for sparking their
creativity and tailoring instruction to achieve their literacy goals.
Hence, English Language Acquisition teachers studied each student's profile
and preferences. This study allowed the teachers to determine students'

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learning styles and made creating, modifying, and developing more efficient
curricula and educational programs easier.
Mean and Standard Deviation were calculated for the Design, Navigation, and
Assessments sections. Response to open-ended questions was analyzed
through open coding, where first, categories were formed, and titles were
assigned. Table 2B reveals the results of the Design Section survey. The
students ranked design and color as the most important for the design.
Table 2B: Design Section Survey results
Survey questions
Rank
INT
Design and color of the website

1
Very Important
Images/ visual sources on a website

2
Important
Font size
3
Not at all important
Legend:
1 -Very important
2- Important

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3- Not at all important
Images and other visual sources were ranked second most important, and the
font size was the least important among the three descriptors.
According to Gupta (2019), colors play a pivotal role in the success of some
businesses and can make a massive impact on their revenue. Picking color
schemes is about pleasing the eye and giving users a psychological feeling they
can experience when consuming or using a product. Hence, branding a website
with the right colors can generate more traffic and lead to more sales, or in this
case, more usage from the students. Companies like Facebook, Twitter, and
Instagram have carefully selected color schemes that significantly impact
building their popularity over time. Facebook, for example, uses blue as its
dominant color, which is viewed as calm and trustworthy. By using blue, the
company provides its users with a sense of peace and security. The blue color's
psychological impact on their audience is that it makes them stay on their site
and return for more.
Hence, after knowing the student's preferences, the researcher made sure that
in creating the website, the design was carefully thought of and chose the color
blue for the website's interface to encourage the students to use it. Lastly, the

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researcher made sure to choose appealing visual sources like images and
videos and that the font size and style were user-friendly and adjustable.
Table 2C presents the Navigation Section results. The researcher added five
descriptors in this section: compatibility with the browser, usability, one-click
commands, accessible links, and fast and easy log-ins. It can be seen that
usability ranked 1, compatibility with the browser ranked 2, fast and easy log-
ins ranked 3, one-click commands ranked four, and accessible links ranked 5.
All items were based on a 5-point Likert scale, ranging from 1 as the Most
Important to 5 as the Least Important. Ranking questions calculated the
average ranking for each answer choice so the researcher could determine
which answer choice was most preferred overall. Naturally, the answer with the
largest average ranking was the most preferred choice. Weights were applied in
reverse. In other words, the respondent's most preferred choice (which they
ranked as #1) had the largest weight, and their least preferred choice (which
they ranked in the last position) weighed 1.
The results reveal that the students preferred usability in a website with the
highest rank of 1. Usability refers to the
Table 2C: Navigation Section Survey Results
Descriptors
Rank
INT
compatibility with the browser

2
Fairly important

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Usability of the website

1
Very important
One-click Commands
4
Slightly important
Accessible links
5
Fast & easy log-ins

3
Important
Legend:
1 -Very important
2- Fairly important
3-Important
4- Slightly important
5-Not at all important

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ease of use on the website, including how easy the user interfaces are. On the
other hand, the descriptor with the lowest rank of 5 is the ability to find links
and information quickly.
The result implies that students primarily wanted to use the website for its
purpose, which is to enrich their language proficiencies in English in the
comforts of their own homes and at their own pace and time. It also indicates
that it is vital for the students if the website mostly answers a user's key
questions and is easy to use or read.
According to Seo (2021), web designers should ensure there are no problems
with loading speeds, bad navigation, or site errors. All of those issues can make
visitors leave the website. By implementing browser compatibility, the users
will get the most out of the content, no matter what device or browser they
visit.
Hence, the web designer had to ensure the site was browser-compatible to
provide the best experience for its visitors. The results also mean that it was
essential to make buttons larger for commonly used activities and to move and
group them closer together to minimize how far someone had to move their
mouse or pointing device to click on the button. These features are the most
important, so visitors want to spend more time on the website.
All of this information was carefully analyzed by the researcher and were
incorporated into the website design.
Table 2D shows the Website Content results. The descriptors for this section
are relevance, clarity, the inclusion of visual sources, interactivity, and not-time
constraint. The results reveal that relevance ranked 1, clarity ranked 2, visual
sources ranked 3, not time-constrained ranked 4, and interactivity ranked 5.

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Among the five descriptors, the results show that relevance is the most
important regarding website content, and interactivity is the least important
factor for content. All items asked were based on a 5-point Likert scale, ranging
from 1 as the Most Important to 5 as the Least Important.
The results imply that students want the website's activities to align with their
mainstream English classes. This feature helps them review the concepts
taught and do worksheets and practices to improve their understanding and
learning. According to Kucheriavy (2023), good content is what sets your
website apart from the masses, and all other components of your
Table 2D: Website Content results
Descriptors
Rank
INT
Relevance
1
Very important
Clarity
2
Fairly important
visual sources
3
Important

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Interactivity
5
Not time-constrained
4
Slightly important
Legend:
1 -Very important
2- Fairly important
3-Important

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website, such as design, visuals, and videos, provide a secondary support role.
The key to a successful website has clear, relevant, and keyword-rich content
that delivers the right message with power and conviction.
Hence, choosing the materials such as texts, stories, background design, and
other sources for a website was a crucial process that needed to be done with
careful consultation and alignment with the curriculum and content experts.
Aligning what supporting materials from the website and what the students
learned in English class is highly beneficial for the ELA learners to improve their
language proficiencies.
Table 2E shows the Assessment section results. There are five descriptors, and
all items were based on a 5-point Likert scale, ranging from 1 as the Most
Important to 5 as the Least Important. Accessible results ranked 1;
assessment difficulty ranked 2; suggestions for answers ranked 3; retake of
tests ranked 4; and generated scores for parents ranked 5.
The results reveal that students thought the most important assessment factor
was easily accessible scores or results. On the other hand, students believed
that the least important descriptor is the scores being able to be generated by
the parents or guardians.
Table 2E: Assessment Section results
Descriptors
Rank
INT
Accessible Results or scores

1
Very important

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Generated scores for the parents

5
Suggestions for answers

3
Important
Retake of tests
4
Slightly important
Assessment difficulty
2
Fairly important
Legend:
1 -Very important
2- Fairly important
3-Important

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Since the grades serve as an evaluation of student work, it is only natural for
the students to want transparency and accessibility of their scores after an
assessment is conducted or done. They would like to know about their
performance and in what parts of the evaluation or test did they perform well or
poorly.
According to Feldman(2020), the evidence is overwhelming that grades are a
source of anxiety for students and instructors alike. Between January 2019 and
February 2020, Stanford University's Challenge Success program surveyed
approximately 54,000 high school students in schools. The results indicated
that 76 percent of students reported worrying about the possibility of not doing
well in school, 75 percent of students said that they often feel stressed by their
schoolwork, and 72 percent of students reported that they constantly worry
about taking assessments.
When difficulty is much greater than learners' skills, anxiety appears. On the
contrary, boredom occurs if learners' skills already include what the activity
provides as a learning outcome. This idea is supported by the study of Gallego-
Durán et al. (2016), who claimed that to optimize learning, the difficulty of any
given exercise should match the learner's abilities. Matching the capabilities
means being so complex as to be an exciting challenge and so easy to be
reachable with a limited amount of effort in time. Therefore, correctly
estimating the difficulty of learning activities is the first step to optimizing the
learning process.
Hence, it was vital for the researcher that there was transparency in the scores
of the students on the language learning website so that they could
immediately know whether they passed or failed a test after taking it. In

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addition, the activities on the website aimed to ensure that skills and
difficulties were balanced. A student must perform learning activities and
improve their results as a consequence of learning.
Development Phase
Development is the third phase of the ADDIE model. In this phase, there were
several activities such as 1) the researcher collected different relevant English
data sources to enrich the content materials for the website, including stories,
poems, videos, articles, and graphics to go together with the texts; 2) the
materials were checked and approved according to their relevance to the
curriculum by five other ELA teachers and the ELA coordinator, 3) typed and
edited the texts, 4) ran through the conduction of the design with five IT experts
and a website designer, 5) validated the draft of the development product after
experts' inputs were considered.
In analyzing the validity of the materials, inputs from subject matter experts,
such as ELA teachers and its coordinator, were obtained. At this stage, Content
Validity Ratio (CVR) by Lawshe was used.
Table 3A presents ten descriptors on content. The six content experts were in
perfect agreement with a content validity ratio of (1.00) for Criterion A: interpret
and construct meaning from spoken multimodal text; Criterion B: construct
meaning and interpret written, spatial, and visual aspects of texts, Criterion C:
recognize and use language suitable to the audience and purpose,
synchronization with the English mainstream topics, conformity between IB
MYP concepts and website content, Operational learning objectives,
conformity between learning objectives and material exposure and clarity of
the materials given. The results mean that they were all accepted and given
approval for implementation.

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On the other hand, the experts were also in Agreement with CVR of (0.66) for
Criterion D: apply their understanding of language, form, mode, medium, and
literary concepts to express
Table 3A: Assessment from content experts based on MYP Language
Acquisition Criteria
Aspect of assessment CVR INT ACTION
The materials allow the students to:
Criterion A: 1.00 Perfect Accepted

interpret and construct meaning Agreement
from spoken multimodal text
Criterion B:
construct meaning and interpret 1.00 Perfect Accepted
written, spatial, and visual aspects Agreement
of texts
Criterion C:
recognize and use language suitable 1.00 Perfect Accepted
to the audience and purpose Agreement

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Criterion D:
apply their understanding of language, 0.66 Agreement Accepted
form, mode, medium, and literary concepts but needs
to express ideas, values, and opinions in revision
a creative and meaningful way
The synchronization of the website 1.00 Perfect Accepted

contents with the English mainstream Agreement
topics
Conformity between IB MYP concepts and 1.00 Perfect Accepted

website content Agreement
Operational learning objectives 1.00 Perfect Accepted

Agreement
Conformity between learning objectives 1.00 Perfect Accepted

and material exposure Agreement
Clarity of the learning materials given 1.00 Perfect Accepted

Agreement
Conformity between the materials' level 0.66 Agreement Accepted

of difficulty and the students' ELA phases but needs

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revision
MEAN 0.93 Agreement Accepted

but needs
revision
Legend:
0.50-0.99 Agreement -Accepted but needs revision
0 - 0.49 Disagreement -Eliminated
-1 Perfect Disagreement -Eliminated
ideas, values, and opinions in a creative and meaningful way and conformity
between the materials' difficulty level and the students' ELA phases. The result

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means that although the materials were accepted, they needed revisions
before implementation.
The researcher used the IB MYP language acquisition assessment criteria
derived from the MYP curriculum framework. According to
https://www.ibo.org/, this inquiry-based curriculum explores factual,
conceptual, and debatable questions in the study of language acquisition and
is the current curriculum being used at Chadwick International School.
Yusuf (2019) concurred that the minimum acceptable expert number is two for
content validation. However, most of the recommendations proposed a
minimum of six experts. Considering the recommendations of 5 to 8 experts
and the author's experience, the six experts invited by the researcher for
content validation were qualified and valid.
The analysis result was based on the mean score of all aspects, which was 0.93
in the Agreement category. It means that the materials for the website content
were in the range of Good qualifications but would still need some revisions.
According to Nikolopoulou (2022), content validity evaluates how well an
instrument covers all relevant parts of the construct it aims to measure.
Additionally, to achieve content validity, there has to be a degree of general
agreement, for example, among experts, about what a particular construct
represents.
In general, from the results of Table 3A, the higher the agreement among
panelists, the higher the level of content validity. However, the conformity of
the content with the IB MYP English Acquisition Guidelines still needed to be
looked at more closely and revised to make the materials more aligned with the
curriculum being used.
In addition to the content experts, the researcher also sought the help and
guidance of five (5) school IT experts and a website design professional to

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validate the draft of the product(website).

Table 3B presents the six descriptors of website design. The six content experts
were in perfect agreement with a content validity ratio of (1.00) for home page
design, user-friendliness, accuracy, and conformity between the media and
materials, and fast and easy log-ins. This result means that all six descriptors
were accepted by the IT experts and were given
Table 3B: Assessment from website design experts
Aspect of assessment CVR INT ACTION
Website home page design 1.00 Perfect Accepted

Agreement
User-friendliness of the 1.00 Perfect Accepted

website Agreement
Accuracy of the way the 1.00 Perfect Accepted

materials are presented Agreement
Conformity between the 1.00 Perfect Accepted

media and material used Agreement

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Accessibility of the website 0.66 Agreement Accepted

in any server but need
revision
Website loads fast & easy 1.00 Perfect Accepted

log-ins Agreement
MEAN 0.94 Agreement Accepted

but needs
revision
Legend:
0.50 -0.99 Agreement -Accepted but
Needs revisions
0 - 0.49 Disagreement -Eliminated
-1 Perfect Disagreement -Eliminated
approval for implementation. On the other hand, the IT experts were in
agreement with a CVR of (0.66) for website accessibility of the website. This
result means that although it was accepted, it required more revision.
The analysis result based on the mean score of all aspects was 0.94 with
Agreement interpretation. It meant that although the website had a good
qualifications, it still needed some changes before it got implemented.
Qualitatively, through a questionnaire, the IT experts also suggested requiring
students to use Google Chrome when they use the ABEE website as it is the
most compatible browser for the product.

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It could be explained that the experts thought highly of the website. They
believed it was ready to be integrated into the ELA program of Chadwick
International School because 5 out of 6 descriptors earned a Perfect
Agreement interpretation, and only 1 out of 6 descriptors required a revision.
Implementation Phase
Implementation is the fourth phase of the ADDIE model. In this phase, the
website, which had been designed and developed, was integrated into the ELA
program of Chadwick International School for one term.
Table 4 reveals the number of weeks that the website was integrated into the
Phases 2 & 3 English Language Acquisition classes. It also shows the weekly
log-ins, the percentage of tests completed, and the percentage of tests
passed.
It is noted that Week 12 had the highest recorded log-ins at 29 times, the
highest percentage of tests done at 60 percent, and the highest percentage of
tests passed at 86.4 percent. On the other hand, the results show that Week 1
had the least log-ins at 19 times and the lowest percentage of tests passed at
60 percent. Weeks 1 and 5 also have the lowest percentage of tests completed
at 52 percent.
It can be disclosed from the Monitoring Form that there are two weeks (Weeks
7 and 8) that the students passed the tests with scores between 96-100 and
were interpreted as Excellent. There are also five weeks (Weeks 3, 5, 10, 11,
and 12) that the students passed the tests with scores between 86-95 and are
interpreted as Very Good, three weeks (Weeks 4, 6, and 9) that the students
passed the tests with scores between 76-85 and is interpreted as Good, one
week (Week 2)that the students passed the tests with scores between 66-75
and is interpreted as Average and one week (Week 1)that the students passed
the tests with scores between 56-65 and is interpreted as Fair.

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Table 4: Monitoring Sheet

Week Number of % of tests INT % of Test INT
log-ins completed passed
1 19 53 Poor 60 Fair
2 20 60 Fair 75 Average
3 25 56 Fair 85.7 Very Good
4 26 54 Poor 78.5 Good
5 27 52 Poor 85.7 Very Good
6 27 56 Fair 80 Good
7 24 58 Fair 100 Excellent
8 24 58 Fair 100 Excellent
9 28 61 Fair 82.3 Good
10 28 77 Good 90 Very Good
11 28 64 Fair 94.4 Very Good
12 29 76 Good 90.9 Very Good
Average 25 61 Fair 86.4 Very Good
Legend:
96-100 Excellent
86-95 Very Good
76-85 Good
66-75 Average
56-65 Fair
36-55 Poor
0-35 Very Poor

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Based on the results, the researcher found out that for every 25 log-in
attempts, about 15 tests are completed by the students. It reveals that most of
the students found the tests on the website doable and within their proficiency
levels. Since the percentage of tests passed for Week 12 is 86.4% and
interpreted as Very Good, it means there was an improvement in the students.
It also shows that the more they used the website, the better they understood
the various tests and answered them more successfully.
For Lamas (2015), academic performance is the result of learning prompted by
the teaching activity by the teacher and produced by the student. In this study,
academic performance was expressed through grades or scores, which
resulted from passing or not specific website assessments in the three
components: Grammar, Reading Comprehension, and Listening and Viewing.
This meant that the students were involved in their learning. They planned for a
task, monitored their performance, and then reflected on the scores they
received after a test.
To conclude, from the results of Table 4, the more the students used the
website for reviewing English concepts, the more tests they could complete

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and successfully pass. In other words, academic growth came from steady
work. Students had a much more productive time using the website if the tasks
were scheduled frequently, even briefly.
Evaluation Phase
Evaluation is the last step in the ADDIE model. In this phase, the participants
were asked to assess the ABEE website according to the success criteria
regarding its effectiveness in supporting English language acquisition.
Table 5 reveals that the website's effectiveness - clarity, the relevance of the
materials, compatibility of images, and text descriptors have a mean of
(x=3.77) and are interpreted as Very Good.
On the other hand, the assessment designs descriptor has a mean of (x=3.55)
and is interpreted as Good. The content difficulty descriptor has a mean of
(x=3.44) and is also interpreted as Good. Furthermore, the alignment with the
English learning objectives descriptor has a mean of (x=3.77) and is interpreted
as Very Good. In contrast, the Enrichment of English lessons descriptor has a
mean of (x= 3.55) and is interpreted as Good.
After careful analysis of the results, it became highly evident with the mean of
(x= 3.64) that the website has a Very Good effectivity rate. According to the
users' judgment, the website helped them achieve their task of studying
English lessons more effectively and clearly. The visuals and documents used
in the website were congruent with the MYP English Language Acquisition
class.

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Table 5: Website Effectivity Evaluation Results
Criteria Mean INT
Clarity and relevance of the materials 3.77 Very Good

Compatible images and texts 3.77 Very Good
Assessment Designs 3.55 Good
Content difficulty 3.44 Good
Enrichment of English lessons 3.55 Good
Alignment with English learning objectives 3.77 Very Good
MEAN 3.64 Very Good
Legend:

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3.59-4.00 Very Good

2.50-3.49 Good
1.50-2.49 Adequate
1.00-1.49 Poor
NOTES
Levesque, Salem. "Effective Information Literacy Instruction Using the Addie
Model." Information Technology - UW Bothell, 25 Feb. 2019,
https://www.uwb.edu/it/service-catalog/teaching-learning/hybrid-and-online-
learning/instructional-design/addie.
Amendum, Steven J., et al. "The Effectiveness of a Technologically Facilitated
Classroom-Based Early Reading Intervention." The Elementary School Journal,
vol. 112, no. 1, University of Chicago Press, Sept. 2011, pp. 107–131. Crossref,
doi:10.1086/660684.
Yost, Sarah. "3 Simple Ways to Improve ELA Instruction." Edutopia.org, 3 Oct.
2019, https://www.edutopia.org/article/3-simple-ways-improve-ela-
instruction/.
Gupta, Sandeep. "Importance of Colors on Your Website and Brand Identity." UX
Collective, 15 Apr. 2020, https://uxdesign.cc/importance-of-colors-on-your-
website-and-logo-b5468e9f0a10. Accessed 4 Mar. 2023.

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Seo, HG. Importance of Browser Compatibility in Web Design, 3 Oct. 2021,

https://hylandgraphics.com/importance-of-browser-compatibility-in-web-
design/#:~:text=When%20your%20web%20designer%20makes,go%20to%20
a%20competitor' s%20website. Accessed 4 Mar. 2023.
"Why Is Usability Important for Local Government Websites?"
Https://Granicus.com/, https://granicus.com/blog/why-is-usability-important-
for-local-government-
websites/#:~:text=On%20the%20web%2C%20usability%20is,they%20are%2
0not%20buying%20anything. Accessed 4 Mar. 2023.
Kucheriavy, Andrew. "Why Content Is the Most Important Thing on Your
Website." Https://Www.intechnic.com/, https://www.intechnic.com/blog/why-
content-is-the-most-important-thing-on-your-website/. Accessed 4 Mar. 2023.
Feldman, Joe. "Taking the Stress Out of Grading." ASCD.org, 1 Sept. 2020,
https://www.ascd.org/el/articles/taking-the-stress-out-of-grading.
Gallego-Durán, F.J., Molina-Carmona, R., Llorens-Largo, F. (2016). An Approach
to Measuring the Difficulty of Learning Activities. In: Zaphiris, P., Ioannou, A.
(eds) Learning and Collaboration Technologies. LCT 2016. Lecture Notes in
Computer Science(), vol 9753. Springer, Cham. https://doi.org/10.1007/978-3-
319-39483-1_38
Iborganization. "Language Learning in MYP." International Baccalaureate®,
https://www.ibo.org/programmes/middle-years-
programme/curriculum/language-acquisition/.
Yusoff, Muhamad Saiful Bahri. "ABC of Content Validation and Content Validity
Index Calculation." Education in Medicine Journal, vol. 11, no. 2, Penerbit
Universiti Sains Malaysia, 28 Jun. 2019, pp. 49–54. Crossref,
doi:10.21315/eimj2019.11.2.6.

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Lamas, H. (2015). School Performance. Propósitos y Representaciones, 3(1),

313-386. doi: http:// dx.doi.org/10.20511/pyr2015.v3n1.74
CHAPTER V
Summary of Findings, Conclusions, and Recommendations
This chapter was divided into three sections: the summary of findings, which
revealed the interpretation of the data gathering procedure's results; the
conclusion, which included the significant result of the data gathering
procedure and its strong impact on the current scenario in English Language
Acquisition class at Chadwick International School for the academic year 2022-
2023; and the recommendations provided for future researchers and
development plans.
In this chapter, the summary of findings, conclusion, and recommendation of
the study was correlated with each of the five research objectives presented in
Chapter One and following the five phases of the ADDIE model.
After a brief review of the problems, results were discussed, including
interpretations that attempted to provide logical explanations and
recommendations.
Findings:
1. Analysis Phase -The nine participants in this research
study received Goal Performances of Low and Low Averages in Reading and
Language Usage in their MAP Growth Assessment last Fall 2022. Their Lexile
Reading levels ranged from 735L to 1060L and were in the third-grade category.
For Grade 7 students, the norm Lexile range should be 1060L to 1375 at the
beginning of the year and 1095L -1410L at the end of the year. Hence, the
participants were four (4) levels lower than the norm for their age and grade.
1. Design Phase- The students wanted the language website to

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have a good design and color scheme, usability, relevance, and accessible
assessment results.
1. Development- The consulted experts found the website to be
valid and usable. The materials included on the website, such as stories,
poems, grammar tasks, videos, and other graphic sources, also conformed with
the MYP Language Acquisition curriculum as evaluated by the ELA content
experts. In addition, the website design experts were also in agreement with
the Content Validity Ratio, with a mean of 0.94.
1. Implementation Phase - Based on the findings in Table 4,
the average number of log-ins per week was 25. For every 15 tests completed
by the students, 13 were passed or with scores of 50% and above. The average
percentage of the tests passed every week was 86.4%, interpreted as Very
Good. Hence, the students got higher scores on the assessments the more they
used the website at home.
1. Evaluation Phase - Based on the findings in Table 5A, the
students gave positive feedback on the ABEE website integration in ELA. The
website's effectiveness had a mean of 3.64 and was also interpreted as Very
Good.
Conclusions:
1. Analysis Phase -The data revealed that the six (6) Phase 2
participants in this study belonged to the <21 percentile and scored better than
21 percent of all the 2022 NWEA Norming study test takers. However, it also
meant that 80 percent scored the same or better than the student. On the other
hand, the three (3)Phase 3 participants belonged to the 21-40 percentile and

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scored better than 21 - 40 percent of all the 2022 NWEA Norming study test
takers, but 60 - 79 percent scored the same or better than the students.
1. Design Phase- The data revealed that knowledge and
understanding the students' preferences before creating a website helped

encourage them to use it as an online tool to support language acquisition.
1. Development Phase- The data revealed that the materials for
the website content was in the range of Good qualifications. However, it would
still need some revisions, specifically in editing Criterion D materials and
ensuring conformity between the materials' difficulty level and the students'
ELA phases. Regarding website design, it was also in the range of good
qualifications but would need more accessibility on any given server, not just in
Google Chrome.
1. Implementation Phase- The data revealed that if the student
had easy access to their scores, they were more motivated to complete a test
successfully. Close monitoring of the website users and sending quick
reminders to log in to the website helped encourage the students to include it
in their weekly routines.
1. Evaluation Phase- Based on Table 5 results, students stated
the website was qualified and user-friendly and therefore interpreted as Very
Good. It also showed that using the ABEE website as an English language
support tool was an efficient source of supplementary materials for better
learning and understanding of the mainstream English lessons and curriculum.
Recommendations:
1. Analysis Phase- The researcher suggests that more data

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should be analyzed to identify the student's language proficiency level rather

than just focusing on the MAP Growth Assessment results. Mainstream English
teachers should also provide the grade book of the formative tasks, summative
assessments, and diagnostic tests before the students are assigned their ELA
phases. It is also recommended that a recorded verbal interview is conducted
at the beginning of the ELA class and another one after the academic year to
compare the linguistic and conversational skills of the language learners.
1. Design Phase -The researcher suggests that open-ended
questions should be added to the website conceptualization survey so that the

students could have more freedom to express their preferences for a website. It
is also beneficial if the researcher mentions some existing language websites
so that the students can make comparisons for answers.
1. Development Phase - It is highly suggested that at least 10
content experts are involved in choosing the materials for the website. Doing so
will ensure that additional enrichment and remedial materials for every ELA
Phase are available and that the website runs more flawlessly. The researcher
also recommends that the website caters to the other ELA Phases for the next
academic year, not just Phases 2 and 3, to encourage efficiency and vertical
alignment of the curriculum.
1. Implementation Phase -The researcher suggests that a close
follow-up home support plan is needed to sustain this learning method,

especially in monitoring the frequency of website usage and ensuring the
conduciveness of the home conditions for learning. This plan would involve the
ELA teacher sending a missed assignment reminder in Managebac if the
students missed logging in to the website in 1 week. The above-mentioned
home support refers to parents, older siblings, or guardians. In addition, the

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researcher recommends this home support system focus on proper sustenance

in terms of conducive home conditions to deliver this digital learning method
effectively. With this adequate support, the common problem of learners, like
internet connection and gadgets, can be quickly resolved. The acquisition of
language proficiencies through a digital website is within reach.
1. Evaluation Phase- The researcher recommends that the
Mainstream English teachers are also asked to give feedback on how the
involved students perform in their classes in connection with the ELA program
and ABEE website as an additional language learning tool. The progress grades
for the terms should also be monitored to identify if the two platforms
influence them.

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Report was generated on Saturday, Apr 1, 2023, 11:49 PM Page 1 of 74

Unique Words 15%

Rare Words 41%

Word Length 5.2

Sentence Length 13.6

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speaking counterparts in the mainstream classroom and be more confident

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Significance of the Study

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2. Design a language support website (ABEE-After-the-bell English Enrichment

URL https://www.chadwickinternational.org/. They were identified and chosen

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Figure 1: A model of Self-Regulated Learning Cycle

Figure 3: Adapted Model of Mindset Theory

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literacy). This new literacy involves a blend of mastery of speaking, listening,

Figure 5: Adapted Model of Language Task Engagement

1. ) The students' growth mindset.

As a multicultural school, Chadwick International has already placed an

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and inclusion. For this program to be successful, struggling language learners

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1. Knowing the users' preferences in a website will help develop an effective

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depending on their proficiency level. The emphasis is to promote academic

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English Language Acquisition class. They should be given guidance during

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Sharifian, F. (2017). English as an international language. The International

Chomsky, Noam, 1957/2002, Syntactic Structures, Berlin: Mouton de Gruyter.

Sharna, Kajal. "Role of Internet in Education: Online Education." |, 27 Jan. 2023,

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Before action research, existing literature on the research topic must be

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Figure 7 (PRISMA statement)

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developers in the content delivery through digital resources, visitors and

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