Enhancing English Proficiency through TPR and Web-based ...

Enhancing English Proficiency through TPR and Web-based Methods 2CONTENTINTRODUCTION 5NEEDS AND CONTEXT ANALYSIS 7BRIEF CONTEXT 7DISCREPANCY-BASED NEEDS ASSESSMENT 7GOAL AND GAPS 8PROBLEM-SOLVING 9CONTEXTUAL ANALYSIS 9INSTRUCTIONAL SOLUTION 10LEARNER ANALYSIS 12LEARNER CHARACTERISTICS 12GENERAL CHARACTERISTICS 12KNOWLEDGE 12SKILLS 13DEVELOPMENTAL STAGES 13EXPERIENCES 13MOTIVATION 14PERCEPTION 14DESIGN IMPLICATION 14GENERAL CHARACTERISTICS 14KNOWLEDGE 15SKILLS 15DEVELOPMENTAL STAGES 15EXPERIENCES 15MOTIVATION 16PERCEPTION 16TASK ANALYSIS 17PREREQUISITE ANALYSIS 18INFORMATION ANALYSIS 19

Enhancing English Proficiency through TPR and Web-based Methods 6readers. It allows students contact with the previous lesson that contain interactive activities,vocabulary, grammatical activities, and individual learning style and strategies. Theadvantage of an online lecture is accessibility and flexibility in terms of time and space.

Enhancing English Proficiency through TPR and Web-based Methods 7Needs and Context AnalysisFor a better job of planning instructional design, context analysis is important toclarify the problems and needs in the current environment. In this part, I will describe thegoal, the needs, the problem-solving and innovation.Brief ContextIn order to understand and analyze the needs, I have researched information of 7 thEnglish Education Curriculum and environment from Education Ministry data and The KoreaNational Statistical Office. Also, I surveyed three teachers and 34 3 rd grade students in publicelementary schools (see Appendix A, B). For more accurate measures of current situation andinformation, all teachers are working in different schools: Youndong, Guji, and Gwangjangelementary schools in Seoul, Korea (see Appendix C, D).For assessment, I will compare students’ oral achievement results with lastsemester’s (see Appendix K), and conduct surveys to teachers and students withquestionnaires (see Appendix G and H).Discrepancy-Based Needs AssessmentAccording to the Korean Ministry of Education, the emphasis should be placed oncommunication successfully and fluently when teaching English, rather than memorizing byrepetition. Since 2004, to try to improve communication skills, English has been taught inKorean elementary schools with the purpose of fostering students’ basic Englishcommunication competence in terms of usage in daily life, and increasing students’confidence in using English.The 7 th Amendment National Curriculum considers individual difference and taskbasededucation for communicative competence to foster logical thinking, critical thinking,

Enhancing English Proficiency through TPR and Web-based Methods 9• Textbook could not engage learners’ interestAlthough the curriculum emphasizes listening and speaking, writing also has to bepromoted for students’ language development. Based on current curricula of Englisheducation, offered 40 minutes English class per week, students need to have more time topractice and to study themselves. So, by providing web-based services, it allows students topractice the lesson at home and also use various levels of reading materials which includesound and video clips. This online-work and reading can help the development of Englishability and enable students to become independent readers.The textbook does not reflect students’ oral and written language proficiency levelsand interests because it is developed with the aim of targeting average elementary schoolstudents countrywide. This means that it could not meet the levels and interests of all studentsin a proper fashion. It could appear too easy and boring for some students and too difficult forothers. Consequently, it reduces the motivation of students to learn English. Therefore,effective teaching methods should be used to complement the textbook in order to engagestudents by meeting their level and interests.Problem-SolvingContextual AnalysisThe current English curriculum did not contribute to developing students’ oralEnglish proficiency. Despite the predominant position in social status and facilities, thedegree of students’ reliance to English instruction in public schools is decreased and causedby the limitation of human and material resources of public school. Compared to privateinstitutes, the public English education environments are very limited: teachers’ lack ofspecialties in English, lack of training time, discrepancy in linguistic competence among

Enhancing English Proficiency through TPR and Web-based Methods 10students, and immoderate number of students per class.English elementary school teachers are not English majors. In addition, they teachseven to nine subjects. As a result, they highly depend on the textbook and have little time toexplore English activities and materials out of the curriculum. Teachers have difficulty inpaying attention to the English textbook and problematic curriculum. Thus, learning isinefficient and meaningless.The elementary English program is based on a textbook. However, the publicelementary English textbook does not provide enough authentic materials for students topractice various strategies to understanding meaning. Also, the textbook’s content, words andexpressions often do not accurately reflect real-life situation. The information as provided inthe textbook often appears unnatural as it is used to describe actual situation. Therefore, it isdifficult for students to derive useful, meaningful content from it.Large elementary classes would make communicative language teaching difficult. Tocompensate for the large number of students and to promote the oral English program, thegovernment encourages the use of multimedia systems (VCRs, large-sized TV monitors, CD-ROMs) and has funded the installation of these systems in each class and school. There is theproblem in that watching video or CD-ROMs could bore the childrenInstructional SolutionTeachers’ training is required for the English course for learning the TPR method forcommunicative language teaching, and it could encourage teachers. Mostly, teachers cannotfocus on just the materials for English class because of their heavy workloads. If thegovernment develops a series of teaching materials and teachers’ guide books for TPRapproach, teachers could manage class efficiently.Through TPR methods, such as sharing characteristic from cartoons or videos,students can understand not only the story but also the words, gestures, and sounds easily.

Enhancing English Proficiency through TPR and Web-based Methods 11Also by using the guide book of the curriculum, elementary teachers can lead the classeffectively and clearly. Therefore, students could learn factual knowledge as well as buildmoral character. If a story is boring to an individual student, excitement of the activity canspread from one to another. By doing so, students have the chance to speak out in Englishwithout hesitation. Generally, young learners are very interested in stories, so students canconcentrate more on learning. Imitating the movements, students remember the storynaturally.In addition, students can correct themselves while observing other students’ responsewithout worrying about getting the right answer. It is good for reducing students’ anxiety, andmakes more students relax and enjoy the class. Working with a group, like team English,encourages students to cooperate with each other. Students, in conjunction with their groupmembers, can waive the gap in their ability of English.Web-based learning helps to provide students practice with the lesson, as well as thevarious level of reading materials. Because of the limited time of English class in publicelementary schools, web-based learning enables students to become independent learners athome. By doing performance of the lesson as homework to parents, students can speakEnglish in their daily life with fun. Also, by reading various materials through the web-site,students can build a positive English reading experience by addressing authentic language.

Enhancing English Proficiency through TPR and Web-based Methods 12Learner AnalysisThe purpose of learner analysis is to determine the current ability, knowledge, andskills of the learners.And it is identifying dominant learner characteristics and behaviormaking decisions about how to teach effectively. By analyzing learners’ characteristics, theinstructional designer can apply multiple methodologies in the course to appeal to thelearners.Learner CharacteristicsGeneral CharacteristicsThe target learners are thirty-four 3 rd grade public elementary school students locatedin Seoul, Korea. There were nineteen males and fifteen female students. All of them arenormal and very healthy with no problem on reading and listening.KnowledgeThe background information questionnaire (see Appendix A) was collected withquestions concerning student’s gender, extracurricular English learning, their first exposure toEnglish learning, and self evaluation of their English proficiency. The questionnaires werewritten in Korean.According to survey, there was a huge gap among students in the class. Thirty two inthirty-four students know Alphabet: lowercase letter and uppercase letters. Only one studentscan make small talk with a native speaker, Sixteen students have no difficulty reading simplewords and sentences, fifteen students have a hard time reading text books by themselves, andtwo students did not know which is upper case or which is lower case in the Alphabet.

Enhancing English Proficiency through TPR and Web-based Methods 13Through TPR approach, this multilevel class can provide opportunities for students.Those with limited proficiency have an opportunity to interact with more proficient Englishspeakers, and advanced learners benefit by using their English skills to help lower levelstudents negotiate meaning. Students in multilevel classes can learn to work together acrossdifferences and develop learning communities in which members learn from one another’sstrengths (Corley, 2005;Hofer & Larson, 1997; Jacobson, 2000; Wright, 1999).SkillsAs South Korea is recognized around the globe as one of the most Internet-savvynations, students had no difficulty to access the Internet, and they were used to playing theInternet game, on average, one hour a day.Developmental StagesIntegrating movement into the elementary school classroom can be effective in thedevelopment of English language proficiency for the learners. The brain learns best andretains most when the organism is actively involved in exploring physical sites and materialsand asking questions to which it actually craves answers. Merely passive experiences tend toattenuate and have little lasting impact (Gardener, 1999). Through meaningful and funinteraction, the learners can develop the communication skills: decoding skills, fluency,vocabulary, and metacognitive thinking.3 rd grade students are incredibly energetic and active, and they enjoy being together.TPR method encourages students to participate in active English lessons in school. They haveprimarily same-sex friends, and friends assume greater importance to them.ExperiencesOnly one student had studied abroad for one year in the Philippines, others had had

Enhancing English Proficiency through TPR and Web-based Methods 14no experience of studying abroad. And all of them are native Korean speakers. Thirty onestudents have had the experience to take English lesson in various ways: going to an Englishinstitute, having private English lesson, or doing home-schooling. And twenty-four studentshave been taking the private lesson after school.MotivationAs parents focus more and more on the importance of English education to theirchildren, most of the students feel overwhelmed by pressure in learning English. However,students are highly motivated in learning language by movement. Also they are less afraid ofspeaking out in English. The students who started to study English before the 3 rd grade hadless anxiety and high interest about studying English than the students who started English inthe 3 rd grade.PerceptionStudents recognize that learning English, especially spoken English, is important toget the best careers and the best middle school or high school. Even thought they know theimportance in learning language, they are unsatisfied with their regular school English class,so, from the survey, 77 percent of students go to private institutions to study even more afterthe regular class of public school. In addition, they feel they can learn the subject matterbetter at private institutes.Design ImplicationGeneral CharacteristicsThirty-four 3 rd grade students in the survey were normal and healthy, no facilities andspecial materials are required in the project.

Enhancing English Proficiency through TPR and Web-based Methods 15KnowledgeThe ability in English has wide academic gaps among students in the class. So aninstructional designer should pay attention to apply proper materials, and to manage group forcollaborative learning, such as the students who are good at English can help the groupmembers study for the TPR activity in the class. In addition, by providing independentstudying through homework depends on student’s individual ability, each student can buildtheir knowledge not only in the class, but also at home.SkillsAll students can access the Internet at home, even at the school. Teachers should giveclear direction about their homework and home-activity. The one problem of 7 th EnglishCurriculum in public schools is insufficient time for learning and practicing English. So,instructional designers should develop web-based learning programs which students canreview, practice and provide various materials by level. To check the students’ practice,parents’ help is also required.Developmental StagesNine year old children 3 rdgrade love physical activity, so they are easily intosomething which is more energetic, exuberant. When TPR approach is considered in Englishclass, the instructional designer considers how to manage the large size of class moreeffectively to move around in the limited space. Also, the characteristic of 3 rd grade studentprefer studying with same-sex friends, a teacher should consider the gender and students’level when she or he divides students into groups.ExperiencesStudents have different prior knowledge in English depending on the experience inprivate institutes or by private tutoring. Although there is a gap in prior knowledge among

Enhancing English Proficiency through TPR and Web-based Methods 16students, an instructional designer should focus on the English educational goal for 3 rd gradestudents.MotivationIn the survey, students had interest in English, but they also got pressure from theirparents to achieve a good grade on English exams. So the instructional designers design TPRactivities as well as other activities which are related with their lesson such as group role-playor game to engage students’ interest during the class.PerceptionTo change the students’ perception that public education systems are not trustable toimprove the language proficiency compared with private institutes, the instructional designerprovide various materials and web-based software. By using those materials and TPRmultimedia system, the teacher teaches the English class in an interesting way, and studentscan have many chances for English education. This English education program may becarried out to narrow the gap in English education quality among schools and reduce privateeducation costs.

Enhancing English Proficiency through TPR and Web-based Methods 17Task analysisThe purpose of the task analysis is to design better instructions and the best plan forinstructions project being created in the time available not only in business, but also in class.Gagné's theories involved the information-processing model of cognition. He mentioned that"This model posits a number of internal processes that are subject to the influence of a varietyof external events. The arrangement of external events to activate and support the internalprocesses of learning constitutes what is called instruction" (Gagné, 1974). According toBrophy, students do not merely passively receive or copy input from teachers, but insteadactively mediate on it by trying to make sense of it and to relate it to what they already know(or think they know) about the topic. This project is based on a movement in psychomotorskills because students learn new knowledge through a process of active construction.The overall goal of the project is to improve English fluency of public elementaryschool students in four skills, listening, speaking, reading and writing skills through TPR andweb-based method. I will analyze the task using Gagne’s theory. Three learning goals areidentified for this project.• Goal 1: Given a short English movie, the learners can identify the words, sentences,and content of the story by acting it out with words, gestures, and facial expression.• Goal 2: Given the words and sentences from the story from the E-book, the learnerwill be able to write a clear and simple sentence about the story.• Goal 3: Given a related question about the story, the learners are able to make a smallinteractive class discussion

Enhancing English Proficiency through TPR and Web-based Methods 18Prerequisite AnalysisThis project is intended for beginners. Basic knowledge and skills are required forthe instructions.• For the classroom-instruction- Identify twenty six letters of the English Alphabet Classify two different ligatures of the Alphabet• Uppercase/ Lowercase Read each letter name- Recognize phonetic features of the Alphabet Pronounce each alphabet Recognize vowel letters and consonant letters• Vowel letters• Consonant letters Recognize phonics patterns• Distinguish short vowels and long vowels• Identify consonant digraphs• For the online-instruction- Have basic computer skills: turn on the computer, typing on thekeyboard, Internet access, and control the mouse and speaker- Navigate a web browser- Log into the online lecture site- Make an ID and password to log-in

Enhancing English Proficiency through TPR and Web-based Methods 19Information AnalysisLearning outcomes describe skills, attitudes, and knowledge for learners’ completinglearning subjects successfully. Gagne organized learning outcomes in five categories: verbalinformation, intellectual skill, cognitive strategy, attitude, and motor skill. In second languageteaching instruction, the learners will concentrate more on:• Verbal information- Recognize new words and phrases- Identify syllable and lenis- Recall the knowledge of words, phrases, and sentences• Intellectual skills- Recall personal experience- Recognize processes and characteristic of letters- Classify construction of English- Comprehend the meaning of the content- Rewrite a very short story• Cognitive strategy- Discuss what the learners learned about the story• Motor skill- Act out the character’s gesture, tone, and behavior.

Enhancing English Proficiency through TPR and Web-based Methods 20The table below shows hierarchical relationship of information processing of the project inbrief.Table 1Information processing of the project*The component of Stage2 has creativity and problem solving activitiesThe lesson is to focus on improvement of learners’ language fluency. One in classlesson is focused on speaking -and overall understanding of the story. Considering themultilevel lesson, basic English skills need to be mentioned briefly in the beginning of theclass, such as recalling alphabet sounds and letters. Through recalling their personalexperiences which are related with the topic, the learners identify correlations between whatthey knew and what they will learn. Recognizing phonetics and concepts of new words,learners will comprehend new grammar structures of the context meaningfully. Acting thecharacters of the story while watching the movie will involve learners in how the words areused in the scenario of the movie, as well as regulate their thinking and help them remember

Enhancing English Proficiency through TPR and Web-based Methods 21the story. Furthermore, the learners will identify syllables and lexis through the performance,while trying to imitate the characters’ in the movie, such as intonation, pronunciation, rhythm,emotion and behavior. It also makes them recognize American culture indirectly.If classroom-instruction is concentrated on the learners’ oral practice, on-lineinstruction engages in comprehensive writing skills. Given the detailed explanation ofsentence structure in the flash file of the story, the learners recall the knowledge of words,phrases, and sentences. Also, by watching subtitles in the flash files, the learners not onlyrecognize processes and characteristics of letters, they also classify construction of English.Interaction with the concepts and events of the story helps the learner master the content ofthe scenario. At the end of the instruction, the learners comprehend the meaning of thecontent and briefly rewrite a story based on the lesson.After all these sequences are done, the learners are able to discuss and to share thestories that they learned for the lesson.This processing sequence mainly involves applying both declarative knowledge andprocedural knowledge: knowing words, phrases, and sentence structures, and knowing how toapply these in real life.Subordinate Skills AnalysisSubordinate skill analysis is what the learners will need to know to be able toperform in each step. Gagne noted that the sequences suggested by hierarchies were paths thelearner could take to the final objective. Let’s take a look at some categories of outcomes andcorrelate them to instruction in more detail based on Gagne’s learning outcomes theory:

Enhancing English Proficiency through TPR and Web-based Methods 22Table 2Objective Statement of the ProjectInformation ProcessingSequenceSub-skillsPerformance-contentmatrix modelRecall the personalexperienceRespond to new wordsand phrases by actingoutDemonstrate very shortscenarios with bodymovementIdentify the correlation between thelearners' experience and the content-Cultural-Situational-PersonalIdentify new objectives-Meaning-Pronunciation-Synonyms and Antonyms-PhoneticsIdentify the characteristics of thecharacters in the story-Name-Character-Behavior-Gesture-StorylineDistinguish different pronunciation-Syllable-LexisRecallConceptConcept/ factPrinciples and Rules

Enhancing English Proficiency through TPR and Web-based Methods 23Recognize a grammatical rule naturallyMemorize lines by imitating thePrinciples and RulesAttitudeRetell the scenariosRecognize the contentof the storyRewrite the storycharacters in the story with-Tone-Gesture-Emotion-MovementCreate a new sentence by applying newwords.Classify the rule of grammar in content-Tense-FormRecognize detail information in thestory-Main event-Sequence of the eventsIdentify the events in chronologicalorderRespond appropriately to questionsbased on-Phrases that the learners learned-Content of the storyUse basic phrases in dialog formThink creatively to write a shortApplicationPrinciples and RulesFact/ ConceptFact/ ConceptAttitudeApplicationApplication

Enhancing English Proficiency through TPR and Web-based Methods 24sentence about the storyEnable to make a smalldiscussionRespond to the learner’s own idea about-the characters-the expressionApplicationThese learning outcomes help to determine class content for improving the Englishabilities of public elementary school students. Furthermore, through the standards of theoutcomes, the teacher can know what information and skills he or she attempts to teach in theclass.Sample assessment itemsThe project is to focus on the improvement of the 3 rd grader in elementary school oflistening, speaking, reading, and writing through both in-class lessons and on-line lessons.The assessment samples are explained in the table below:Table 3Sample of assessment itemsObjective Question Form Question CharacteristicsListeningGiven a listeningcomprehension test, thestudents can identify thewords and expressionsMultiple choiceEach picture presents a different meaning orsituation. Students identify correct answersafter listening to a short dialogue.After listening to a conversation, choose theright picturewhile they are listening todialogues12

Enhancing English Proficiency through TPR and Web-based Methods 2534SpeakingGiven an oral test, thestudents can reply with theright answers withappropriate acts in thegiven situationReadingGiven the movie, thestudents can identify themain event and thesequence of the eventsInterviewMultiple choiceDialogueA: Good morningB: Good morning, How are you?A: Fine, thank you.A teacher can check a student’spronunciation and comprehension of thecontent.T: Can you sit here?L: Yes, I can (sit on the chair)Interviewee: Can you point to the body partof this word? (show a word card)T: Yes, I can. (point the body part) Read, and choose the rightanswer.I have a long nose, big ears, and wrinkledskin. Who am I?1Monkey 2Graff 3Lion 4Elephant

Enhancing English Proficiency through TPR and Web-based Methods 26WritingGiven a question, thestudents can write downthe appropriate grammarformation in the blank.Short answerquestionA student creates a sentence after he or sheread a short scenario. After reading a short scenario,create a sentence with your own words.I am a penguin and I turn my head. Canyou do it? I can do it!I am a monkey and I wave my arms. Canyou do it? I can do it!__________________Number of Items and Mastery Criteria• The number of items is 24: 10 for listing, 10 for reading, 2 for writing and 2 forspeaking.• Mastery is the score of 70 or above from the test.

Enhancing English Proficiency through TPR and Web-based Methods 27Instructional PlanInstructional plan is to effectively organize instructional activities and materials. As Iexplained in the previous parts, the current English language education of Korea is in alimited environment- the 7 th English Education curriculum provides insufficient time andmaterials for students. Also it only focuses on building listening and speaking skills,excluding reading and writing. Reading and writing should be considered equally toimproving students’ oral language development. In addition, a huge gap of English abilityamong students and large class size are problems for solution.To improve the curriculum, this project applies Total Physical Respond and webbasedmethods for balanced development in four skills: listening, speaking, reading, andwriting. Image and sound effects, such as highlighting key expressions and grammar rules indifferent colors, are useful techniques for focusing attention in the lessons (Smith & Ragan,2005). Not only for getting attention through the effects, but also both reading the story ofmovie and extensive on-line reading supplements aroused students’ interest. The onlinelecture is an extended lesson, and will lead students to conduct objectives at home for selfpractice.Learning goals and Objectives• Goal 1: Given a short English movie, the learners can identify the words,sentences, and content of the story by acting it out with words, gestures, andfacial expression. (Verbal/ Motor skill)Declarative knowledge: knowing “that,” and procedural knowledge: knowing “how,”are implied most in the first part of the lessons. The most vocabulary and phrases learningactivities are taught by TPR method. The learner level considered, TPR is applied in an

Enhancing English Proficiency through TPR and Web-based Methods 28attempt to lower level students’ burden of learning and to promote language acquisition byproviding a comfortable learning environment.Objective 1: Given a picture or questions relates with the contents, the learnersrecall their personal experience.In the beginning of the class, interesting supplement materials can gain studentsattention. To construct meaningful knowledge structure, new declarative knowledge shouldbe tied with existing knowledge to accumulate knowledge in a long-term. As students recalltheir personal experience to make connection with the task, ideas will enhance the quality ofthe lesson because students are able to brainstorm with classmates by given questions orpictures. It creates new ideas, and motivates students..Objective 2: Given picture cards, the learners are able to respond to new words andphrase them by acing it out.The teacher often uses picture cards to help to learners understanding and thepictures render the input as comprehensible as possible (Krashen, 2003). In addition to this,the teacher’s example movements provide the background knowledge that makes thecommand more comprehensible. Those steps make students formulate in a series of rules ofthe content and knowledge, and involve in a situation where meaning of words isimmediately perceived and understood.Objective 3: After imitating characters in the story, the learners are able todemonstrate a very short scenario with movement.This stage is to provide as much comprehensible input as possible so that recall willbe promoted. The teacher uses short scenarios as a means of providing comprehensible input

Enhancing English Proficiency through TPR and Web-based Methods 29even though the students will not be able to understand all the detailed contents. Furthermore,the teacher can repeat the scenarios again and again by using different materials or differentkinds of delivery, such as by changing actions, by asking questions, etc. Through repeatedactivity, students learn the content in long-term memory that is initiated by appropriate inputsautomatically without necessarily demanding attention (Schneder & Shiffrin, 1977),Objective 4: After watching the movie, the learners are able to retell the scenario.Create a new sentence by applying new words.By retelling the scenarios, cognitive strategies involves for re-conceptualization ofthe scenarios. Students can facilitate elements that they learned in the previous parts. If thestudents comprehend one well-learned language routines such as vocabulary, grammar rules,expressions, they can create a short sentence using appropriate words or phrases to describetheir thinking. When the teacher shows a content movie, the students’ responses are clueswhether they understand the story or not.• Goal 2: Given the words and sentences from the story from the E-book, thelearner will be able to write simple sentence about the story clearly.(Intellectual/ Cognitive)Students are willing do individual work at home. Whole scenarios of the movie andrelated supplements with the topic of the lesson will be provided though the web. It is anapplied guided participation strategy and self-instructional training strategy. Explicit training,by offering supplement reading, makes students outperform the students who are beginninga use of a particular strategy (Weinstein, 1978). Moreover, the web-based intelligent tutoringsystem for metacognition improves learning from content (Puntambekar, 1995). The on-linereading’s multiple visual and audio representations helps students understand and inspire

Enhancing English Proficiency through TPR and Web-based Methods 30motivation in reading.Objective 1: Given the whole story through E-book, the learners will recognize thecontent of the story /the Classify the rule of grammar, detail information in contentThe script from web provides the structure and organization to include contentinvolving English clearly. Given clues for cognitive thinking to guess the grammar rules andcontents while reading, students can determine the characteristics of the contents bythemselves.Objective 2: Given a situation of the story, students are able to rewrite the storyusing basic phrases in a dialogue form.The rereading strategy is a useful pedagogical tool and has potential benefit forenhancing readers’ comprehension as well as enjoyment of literature (Faust & Glenzer. 2000).By providing E-story book, students are able to read a story more than once to enhance theirreading ability. After students’ comprehension of stories, students can build a sentence usingtheir own word applying the grammar rule of the lesson.Goal 3: Given a related question about the story, the learners enable tomake a small interactive class discussion (Cognitive).The active interaction with the teacher and peers encourage learners to engage inprivate speech. Cooperative learning yields positive effects on not only sharing information,but also improving social skills among peers. Creating a sentence activity providesopportunities to take their creative thinking to a higher lever and express themselves clearly.

Enhancing English Proficiency through TPR and Web-based Methods 31Objective 1: Given supplement reading materials, the learner will able to changeinformation that they got from different E-book.A teacher makes students to infer meanings of given pictures. Even though they didnot learned words of certain body parts, students can figure out the meaning of unknownwords from previous learning. If students have learned relative words and phrases through inlesson one and two, they should be encouraged to infer and to indentify the meaning of bodyparts (Smith &Ragen, 2005)Sequencing of ActivitiesSupposing a story book is a short movie, I will give a sample instructional plan toapply: “From head to toe,” written by Eric Carle. This book contains many vocabulary words:11 animals, 13 action verbs, and 12 body parts (see Appendix E). The lesson plan consistswith three sets: first part is for the TPR activity to teach vocabulary, second part is for on-linelearning to build creativity and problem-solving strategies, and the last part is for classdiscussion to apply what the learners acquired in previous lessons. Each lesson is 40 minutesin length, except the on-line lesson that uses self-paced learning at home to support writingand reading skills for students. On-line lesson will be provided for 20 minutes to keep thestudent attention. The sequencing follows Gagne’s Nine Event of instruction.Lesson 1. TPRIIntroductionGain Attention- Make student feel comfortable using a short greeting song with chant.- Teacher asks children “Hello, how are you?” briefly to greet

Enhancing English Proficiency through TPR and Web-based Methods 32Motivate the learners- Show a “zoo” picture which relates with learning task- Ask questions about personal experience or idea, such as “have youever been to zoo?”Establish instructional purpose- Make students guess the topic of the storyIIBodyStimulating recall of relevant prior knowledge- Ask learners as they are drawing some animals in the zoo to make theinstructional goal personally relevant. It will assist learning ifinstruction will let learners know in what form they must remember inthe content (Smith & Ragan, 2005)- After drawing “zoo” pictures, a teacher introduces all animals from thestudents’ picture and encourages them.Presenting the stimulus material- Show the words cards, objectives, to the learners.- Pictures or image of the word cards help learners’ memorization of theword.Providing learning guidance- Recognize and determine situations where the grammar rules andvocabulary apply- While showing some pictures or scenarios related with the content, ateacher provides physical activity to practice the words and sentences.

Enhancing English Proficiency through TPR and Web-based Methods 33A. The teacher points to herself, and then introduces her name, “Iam Maria.” The teacher makes stress on animal words, and beverb “am.” To show links.B. The teacher makes an action “Jump”, and says “I can jump.”Practice- Offer explanation and then demonstration about several shortscenarios through the movie. Visual and auditory recourses of thevideo have advantages to show various gestures, and exactpronunciation. It provides clear direction of TPR activity for learners.A. showing video clip for each lines of scenario, students follow themotionTable 4ScenariosI am a giraffe and I bend my neck, Can you do it? I can do it!I am a buffalo and I raise my shoulders. Can you do it? I can do it!I am a monkey and I wave my arms. Can you do it? I can do it!I am a seal and I clap my hands. Can you do it? I can do it!I am a gorilla and I thump my chest. Can you do it? I can do it!- Memorize lines by imitating characters with body movement.Providing feedback- Let student do role-play in groups of 5 to perform the story.Corroboration work makes students perfume better in the lesson. Peerevaluation is applied among group members.

Enhancing English Proficiency through TPR and Web-based Methods 34Ⅲ ConclusionAssessing performance- Asking questions while showing picture cardsA. (showing a dog card) The teacher says, “I am a duck.” If studentsare well-learned in the lesson, they will say, “No, I am a dog.”B. (showing a bird card) The teacher says, “I can fly.” If studentsare well-learned in the lesson, they will say, “Yes, I can.”Enhancing retention and transfer- Sing the animal sound songLesson 2. Individual on-line learningThe lesson provides students with a supplement activity to engage in school work.Students work individually at home by accessing the web page, and then learn objectivesthrough multimedia instruction.Ⅰ IntroductionGain Attention- A penguin animation comes up, and the teacher asks the question,“Who am I?”- A few seconds later, the penguin will say “I am penguin.”Motivate the learners- Ask students to find the penguin’s friend. A student drags animalimages to the cage. When the student clicks each animal, he or she canlisten to the pronunciation of the word, and see the spelling.

Enhancing English Proficiency through TPR and Web-based Methods 35Ⅱ BodyStimulating recall of relevant prior knowledge- Ask a student to answer the questionsA. Listen to a word, and then choose the right animal pictureB. See the animal picture, choose the right word cardPresenting the stimulus material- Showing the movie which includes the whole scenarioProviding learning guidance- Ask student to find other animals besides the animals they learned inthe previous lesson.- Recognize the grammar rules and applied vocabularyPractice- Memorize lines by typing lines while listening.- Record his or her own voice while speaking practice to check theirpronunciation compared to the native speaker’s- Given an example question, a student types correct answer to in theblank space.Ex) I am a ______ and I turn my head. Can you do it? I can do it!- Create a short sentence through searching the dictionary or othermaterials.Ex) I am a chameleon and I change my body color. Can you do it? Ican do it!

Enhancing English Proficiency through TPR and Web-based Methods 36Providing feedback- As the characteristic of this online lecture is part of the homework,feedback will be provided in the class lessonⅢ ConclusionAssessing performance- Provide listening questions to type the correct spelling of the pictures.A. Listen to “dog,” and write the correct answer in the blankB. Listen to “I am a buffalo and I raise my shoulders.” Write thesentence in the blank.Enhancing retention and transfer- Sing the animal sound songLesson3. DiscussionⅠ IntroductionGain Attention- Make student feel comfortable using a short greeting song with chant.A teacher greet the students by asking, “Hello, how are you?”Motivate the learners- Ask students how many animals they found in the story.Ⅱ BodyStimulating recall of relevant prior knowledge- Watch the movie together and check the points:A. Animal name

Enhancing English Proficiency through TPR and Web-based Methods 37B. Action verb- Show a picture of a body part, make students infers the name.Presenting the stimulus material- Present “body parts”Providing learning guidance- Introduce an alien picture that the teacher has drawn.Ex) Hi, I am Octonomus. I can dance well. I can twist my eight legs.Can you do it? I can do it!Practice- Draw an alien with group members- Create five special characteristic of the alien.- Present the alien to the classmatesProviding feedback- Ask students to make corrections about the presentation. After that,the teacher makes sentence corrections directlyⅢ ConclusionAssessing performance- Play “the Simon says” game to assess the vocabularies learned.A. Teacher is the leader “Simon” and issues a command, “Simon saysdo this _____,” while demonstrating an action. Students mustperform the activity commanded only if the teacher states “Simonsays.” If the teacher simply says a command without the words,students should not copy the action. For example, “Stomp the feet.”

Enhancing English Proficiency through TPR and Web-based Methods 38B. The winner gets a small prize as a positive reinforcement.Enhancing retention and transfer- Sing the song “Head, shoulders, knees and toe.”

Enhancing English Proficiency through TPR and Web-based Methods 39Evaluation PlanThe purpose of an evaluation is to determine weaknesses in the instruction so thatrevisions can be made to make the project more effective and efficient (Smith and Ragan,2005). This is the end-stage of teaching and learning. The instructor will be able to seeweaknesses of the project if the learners can demonstrate what has been practiced. Thus,evaluation can suggest solutions to provide after the project completed.Aim and Learning GoalsThe aim of this evaluation is to examine the engagements of the users, teachers, and3 rd graders with the new instructional curriculum. The purpose of this step is not only tofacilitate the decision-making process of users (learning and teachers), stakeholders, and theKorean Ministry of Education, but also to help determine what changes need to be made inthe curriculum.Three learning goals are presented here for evaluation:• Goal 1: Given a short English movie, the learners can identify the words, sentences,and content of the story by acting it out with words, gestures, and facial expression.• Goal 2: Given the words and sentences from the story from the E-book, the learnerwill be able to write a clear and simple sentence about the story.• Goal 3: Given a related question about the story, the learners will be able to make asmall interactive class discussionFor achieving this aim, I address both formative and summative evaluation.ProductThe goal of this project is to remedy weaknesses in the elementary 7 th version

Enhancing English Proficiency through TPR and Web-based Methods 40English Education Curriculum in Korea, which focuses on speaking and listening parts, viaTPR and web-based reading material. The duration of this project will be operated two hoursof in-class lessons for 40 minutes and one hour of hands-on instruction through the web.Participants are 3 rd graders who first take English in public school, and the regular size ofeach class is around 30.The format of this project is computer-based: a multimedia lecturewith text and picture cards.Feedback and a teacher’s attitude questionnaire will be used in the formativeevaluation. Also, a post-test and a student questionnaire will be given during both theformative and summative evaluations.TimelineThe timeline below provides an optimal evaluation plan for this project. The projectevaluation will start March, 2012, when starting the spring semester of the school year.Evaluation over the lessons will be recorded, and data will be collected at the end of eachlesson completed. Following the instructional plan, each evaluation will be given every twoweeks.Table 5Timeline of evaluationTimelineMarch – AprilWeek1 Week2 Week3 Week4 Week5 Week6 Week7FormativeSME reviewSmall-groupField TrailSummative

Enhancing English Proficiency through TPR and Web-based Methods 41Formative EvaluationThe function of formative evaluation is to inform the instructor or planning team howwell the instructional program is meeting the objective as it progresses (Morison at al., 2007).It directs the instruction for on-going improvement. I will collect data and information aftereach lesson to improve the effectiveness of the project. There are two stages of formativeevaluation: small group evaluation and a field trial. In addition, before the evaluation, thisinstruction will be reviewed by SME to ensure the accuracy of the project.Expert reviewAccording to Smith and Ragan (2005), before the instructional materials are usedreviews on the subject by experts, teachers or education specialist are helpful to examine thecontent for accuracy and completeness because they know the target audience andappropriate materials, such as vocabulary, example questions, and systematic problems ofboth classroom and online lectures for the instruction. I will interview a public school teacherand an English curriculum developer in the three sections below:• Clarity: to check the clarity of instruction to the target audience and teacher- How clear are the objectives?- How clear are the sequencing and transitions?- How clear is the instruction?- How clear are the examples, illustrations, and demonstrations?• Impact: to know how instruction impacts the learner- Is the information relevant to the learner's interest?- Does the given quiz reflect the information covered in the lesson?- Is the instruction interesting for learners?

Enhancing English Proficiency through TPR and Web-based Methods 42• Efficiency: to know how well the instruction is managed- Is there any unnecessary information included in this project?- Is the learner comfortable with the computing environment?The comments from those experts will be considered when strengthen in this project.Subject Matter Expert Review is provided in the Appendix L.Small Group EvaluationIn order to provide the best instruction, reflection of learner validation is alsoimportant. It indicates how well this instruction works and identifies what problems with theinstruction have during the evaluation. Small group evaluation determines changes madefrom the expert reviews without involving the instructor. Since the project of instruction isconcentrated more on group-work (such as role-play) and interactions with multimediaprogram, relying lesson lectures by teachers, I concerned that it is more useful to have asmall-group trial with teacher-led training in order to allow teachers to concentrate on thecontent and delivery of the project more than on one-to-one evaluation.I will present the trial instruction material and teachers guide to the teacher, andprovide the rubrics (see appendix F) for giving proper feedback to four learners, which is theminimum size for role-play. Based on the instruction, the teacher should inform the learnersabout the roles, and encourage performers for the instruction (Smith & Regan, 2005). Astudent’s attitude survey will be provided to consider both off-line lesson and on-line lesson,such as interactions among the instructional multimedia programs, the teacher, the learners,the learning environment, and utilization of the equipment.Field TrialA field trial is the final stage of formative evaluation. It should be used to reviseactual learning instruction, which has been analyzed from expert review, small groupevaluation, and materials (Smith & Raga, 2005). The evaluation will be conducted for a class

Enhancing English Proficiency through TPR and Web-based Methods 43in a public elementary school over a period of two weeks. The table below describes theassessment approach and examples of assessment items for each learning goal of the project.Table 6Assessment Items for Each Learning GoalGoal 1: Given a short English movie, the learners can identify the words, sentences, andcontent of the story by acting it out with words, gestures, and facial expression.(Verbal/ Motor skill)Learning ObjectivesInstructional Strategies(Intellectual)Tool: pictures, pencil, andpaperAssessmentApproachesExampleAssessment ItemsObjective 1:Given a picture orquestions related tothe contents, thelearners will recalltheir personalexperience.-Make connection between alearner’s prior knowledge andthe task-Brainstorm relatedvocabulary with the givenpicture.Practice:-A teacher will give studentsfeedback and commentsdirectly after work.Matching:The students willmatch vocabularywith theappropriate picturelisted-Choose the rightanimal picture(See Appendix J )Objective 2: Givenpicture cards, thelearners willrespond to newwords and phrasesby acing it out.(Verbal)Tool: Multimedia system- acomputer, a smart-board,speakers-, and picture cards-Identify new vocabulary andphrasePractice:-Students will speak out newvocabulary and phrasesfollowed by the teacher’sdirectionMatching:The students willmatch vocabularywith theappropriate picturelistedTrue/False:The students willjudge to be corrector incorrect aboutthe givenvocabularyquestion-Given an animalpicture, choose theright word(See Appendix J)-If the meaning ofthe sentence isright, choose “T”,if the sentence iswrong, choose “F”(See Appendix J)

Enhancing English Proficiency through TPR and Web-based Methods 44(Verbal/ Motor)Objective 3:After imitatingcharacters in thestory, the learnerswill demonstrate avery short scenariowith movement.Tool: Multimedia system- acomputer, a smart-board,speakers-Memorize short sentencesPractice:-Repeat lines of the scenarioagain and again with actionInterview:The student willexplain thesituation in givenpictures-What is it?(showing a picture)(See Appendix F)Objective 4:After watching themovie, the learnerswill retell thescenario. Create anew sentence byapplying new words.(Cognitive)-Create a short sentencePractice:-Memorize vocabulary andclues in the scenarioInterview:The student willexplain thesituation in thegiven question-Could you tell meabout a monkey inthe story?(See Appendix F)Learning Goal 2: Given the words and sentences from the story from the E-book, thelearner will be able to write a clear and simple sentence about the story.(Intellectual/ Cognitive)Objective 1:Given the wholestory through E-book, thelearners willrecognize thecontent of thestory andclassify the rulesof grammar, anddetailinformation incontent(Intellectual)Tool: Computer-Guess the grammar rule in thegiven clues while reading-Recognize the contentPractice:-Read whole scenario repeatedly.Multiple choice:The student willchoose the correctgrammar form inthe given question.-Choose the wordcorrectly goes inthis blank?(See Appendix J)

Enhancing English Proficiency through TPR and Web-based Methods 45Objective 2:Given a situationof the story,students are ableto rewrite thestory using basicphrases in adialogue form.(Cognitive)Tool: Computer-Rewrite the given sentence withthe student’s own wordsPractice-Given separated words for onesentence, the student arrangesthe words to make correctsentences.Short-AnswerItems:The student willcreate a sentencebased on givenexample question.-See a short storybelow, and thenwrite a shortsentence.(See Appendix J)Goal 3: Given a related question about the story, the learners enable to make a smallinteractive class discussion (Cognitive)Objective 1:Givensupplementalreadingmaterials, thelearner willchangeinformation thatthey got from adifferent E-book.(Cognitive)Tool: Paper and crayon-After group activity, the learnerspresent the work to other peers-Give correction to each otherabout the groups presentationPractice:-Students will speak outvocabulary and phrases theylearned to recall their knowledgeComprehensivetest will beprovided as Idescribed above(See Appendix J)At the end of the field trail, extant data, such as teachers’ lesson plans, recorded files,and students’ notes may be good evidence for the program’s implementation (Smith & Ragan,2005).Summative PlanSummative evaluation is basically “how successfully the program is” and “howsuccessful the learners accomplish the goals.” It produces the final form of the instruction,and will be conducted to determine whether the learning objectives have met the goal or not.

Enhancing English Proficiency through TPR and Web-based Methods 46Therefore, key information sources are likely to be the result of both the unit posttest and thefinal examination for the course (Morison at al., 2007).In order to obtain more accurate information about the improvement in students’English comprehension using TPR and web-based approach, I will conduct the same posttestformat (see Appendix J) with two different groups with similar transcripts on a larger scalethan in field trail. 20 classes and two groups of 10 classes will be put together. At the end ofthe semester, the state-administered test (see Appendix K) will be used for testing Englishimprovement to both groups.To determine whether the instruction is well designed or not, the evaluation will getfeedback from teachers, students, and parents via questionnaire (see Appendix H & I).Data AnalysisFor analysis of the obtained data through the evaluation plan, descriptive statisticswill be used to measure mean, standard deviation, and frequency to summarize the learners’English comprehensive test scores and the data, which are collected by the survey.

Enhancing English Proficiency through TPR and Web-based Methods 47ReferenceAsher, J. J. (1969). The total physical response approach to second language learning.Modern Language Journal, 53(1), 3-17.Brophy, J. (1992), Probing the Subtleties of Subject-Matter Teaching, EducationalLeadership, 49(7), 4-8Corley, M. A. (2005). Differentiated instruction: Adjusting to the needs of all learners. Focuson Basics,7(C). Retrieved March 2, 2006, from www.ncsall.net/index.php?id=736Faust, M. A., & Glenzer, N. (2000). “I could read those parts over and over”: eighth gradersrereading to enhance enjoyment and learning with literature. Journal of Adolescent &Adult Literacy, 44 (3), 234–239.Gagné, R. M. (1974). Essentials of learning for instruction. (2nd ed.). Hinsdale, IL:The Dryden Press.Gardner, H. (1999). The disciplined mind. New York: Simon & Schuster.Hofer, J., & Larson, P. (1997). Building community and skills through multilevel classes.Focus on Basics,1(C). Retrieved March 2, 2006, from www.ncsall.net/?id=445Jacobson, E. (2000, Summer). Learning from inclusion. Field Notes, 10(1). Retrieved March6, 2006, from www.sabes.org/resources/fieldnotes/vol10/f01inclu.htmKrashen, S. D. (2003). Explorations in language acquisition and use. NH: HeinmannMorrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing EffectiveInstruction (6th ed.). NY: Wiley.Puntambekar, S. (1995). Helping students learn “how to learn” from texts: Towards an ITSfor developing metacognition, Instructional Science, 23, 163-182Schneider, W. and Shiffrin, R.M. (1977). Controlled and automatic human informationprocessing: I. Detection, search, and attention. Psychological Review, 84(1), 1-66.Smith, P.L., & Ragan, T.J. (2005). Instructional Design. John Wiley & Sons: Hoboken,N.J.

Enhancing English Proficiency through TPR and Web-based Methods 48Wright, S. (1999). Learners first. Focus on Basics, 3(B). Retrieved March 2, 2006, fromwww.ncsall.net/index.php?id=363Wicker, F. W., Weinstein, C. E., Yelich, C. A., & Brooks, J.D. (1978). Problem-reformulationtraining and visualization training with insight problems. Journal of EducationalPsychology, 70(3), 372-377.

Enhancing English Proficiency through TPR and Web-based Methods 49AppendixAppendix A: Background Survey Information1. I am a ( )1 Boy2 Girl2. I have learned English ( ).1 From this year2 For an year3 For two years4 More than three yearsi. If you have learned English more than three years, please write here theperiod of the time you learned English : For __________ years3. How do you study English beside school curriculum?1 Attending English institution2 Taking weekly home-schooling worksheet3 Having private tutoring4 Listening to tapes and videos of English5 No experiences6 Others ____________________i. I usually take _______ hours per week besides the class in school.

Enhancing English Proficiency through TPR and Web-based Methods 503-1. What are some reasons for you to decide to take other classes beside the schoolcurriculum?1 To speak English well2 To get better English score in school3 To supplement something not learned in a class4 Parents want me to study English more5 Others _____________________________4. When I compare my English ability with friends, I think I am ( ).1 Poor2 Similar3 Good5. I am ( ) interested in studying English.1 Not2 A little3 Very6. I feel pressured to learn English1 Yes2 No7.1. If you answer “yes”, why? _________________________________7. I prefer1 Public English curriculum2 Private institute curriculumi. Reason _____________________________________________

Enhancing English Proficiency through TPR and Web-based Methods 518. I usually use a computer ( ) hours a day1 One2 Two3 Others: ________ hours9. I __________ making mistakes in English class1 Am fearful of2 Am just so and so of3 Do not pay attention to10. I have no problem1 Reading the alphabet of English2 Reading textbook3 Making small talk with native speakers4 Others ________________________

Enhancing English Proficiency through TPR and Web-based Methods 52Appendix B: Survey analysisIn the survey was done by Yongdong elementary school 3 rd students who go to anEnglish institute.Based on survey, success and failure of initiation of English education was reflectedin the degree of students’ preference and interest for English. 80% of students concernedabout English because their parents have emphasized the importance of learning English, andmore than half of the students liked English. 77% of the students are under pressure to getgood grades from their parents.77% of students initiated English language learning before the 3 rd grade when theEnglish education curriculum began in elementary school, and 41% of students have learnedEnglish before the school age. 94% of students have experiences to participate an instituteand 77% of students have had private tutoring for learning English. Also, 91% of studentshave been attending more than one kind of private institute or tutoring and 44% of studenthave been taking more than six hours per week. This status of early English learning isstudents’ unconcern or negligence about public education. In addition to that, 70% of studentsthought that private tutoring or institute could them stimulate in English class more becausethe curriculum is more fun and teachers are more professional in English than teachers inschool.

Enhancing English Proficiency through TPR and Web-based Methods 53Appendix C: Teacher Interview Questions1. How long have you been teaching English?2. What do you think the best aspect of the 7 th English education curriculum?3. What do you think the worst aspect of the 7 th English education curriculum?

Enhancing English Proficiency through TPR and Web-based Methods 54Appendix D: Teachers’ interview• Seonja Hwang (19 years teaching experience)I like teaching methods that emphasize oral language in the 7 th English educationcurriculum. The students get lots of exposure to spoken language. It is quite contrast with myexperience which l learned English by memorizing words and grammar structures andcomprehended the reading skills when I was a middle school. If teachers can manage adiscussion in English during the English class, students would be able to practice listeningand responding to the spoken language. But I am so afraid how to teach the class effectivelybecause I am not fluent at all in English.I do not understand why the 7 th English education curriculum excludes teaching readingand writing for 3 rd and 4 th graders. Some of students who learned reading and writing at aprivate institute are better at listening and speaking than those who did not attend any classeson those classes. Reading and writing is a part to improving students’ oral languagedevelopment, too.• Jiyeon Park (four years teaching experience)The best part of the English curriculum is the supplement materials for motivate studentsuch as songs, games, and chants. These parts are quite interesting for the students. However,the repeated pattern of the English textbook makes students easy to be board.The biggest problem is that the current English curriculum does not provide adequatereading and writing materials to teach students. Thus, teachers who want to teach reading andwriting should prepare something to complement the textbook. However, teachers do nothave enough time to do that.

Enhancing English Proficiency through TPR and Web-based Methods 55• Hyeyoeng Kim (six years experience)The part of the 7 th English curriculum that I most like is the songs and chants. Thestudents in my class love to move their body, also the songs and chants are the one of the bestways to get their attention during the class.Vocabulary is very important for learning language. The 7 th English education curriculumdoes not provide enough vocabulary to learn target language. It provides only about 70 newwords for 3 rd grader. It means students learn only two words for each 40-minite English classfor a year. Also the curriculum is not organized to the students’ level. The content for 3 rdgrader is too easy for almost students. It makes students bored at the class. They have Englishclass once a week, 40-minite length. However, it only takes less than 20-mininu to finish theactivities of each lesson. The teachers’ guide does not provide enough information to coverentire length of the class. This compels the teachers to reorganize the activities to enable thestudents to practice English, but is does not enough time to reconstruct the content for allteachers.

Enhancing English Proficiency through TPR and Web-based Methods 56Appendix E: The content of “From head to toe”I am a giraffe and I bend my neck, Can you do it? I can do it!I am a buffalo and I raise my shoulders. Can you do it? I can do it!I am a monkey and I wave my arms. Can you do it? I can do it!I am a seal and I clap my hands. Can you do it? I can do it!I am a gorilla and I thump my chest. Can you do it? I can do it!I am a cat and I arch my back. Can you do it? I can do it!I am a crocodile and I wriggle my hips. Can you do it? I can do it!I am a camel and I bend my knees. Can you do it? I can do it!I am a donkey and I kick my legs. Can you do it? I can do it!I am an elephant and I stomp my foot. Can you do it? I can do it!I am I and I wriggle my toe. Can you do it?I can do it! I can do it!

Enhancing English Proficiency through TPR and Web-based Methods 57Appendix F: RubricNumber Question & Answer Example PointVocabulary1 To understand animals Where is a monkey? 10: Can point to the correctanimal0: Cannot point to otheranimals2 To understand body parts Where is your nose? 10: Can point to the bodypart0: Cannot point to the bodypart3 To understand actionverbsCan you jump? 10: Do the act correctly0: No respondSpeaking and Listening4 To say the animal(Given a picture card)5 To say the body parts(Given a picture card)What is it?What is it?6 To say the action verbs(Given a picture card)What is it?7 To ask “can” question Can you thump yourchest?Comprehensive speaking8 To say name of body withnumber(Example)I have one nose.10: Can say the correctsentence, “it is a lion.”5: Can say only the animalname, “lion.”0: No or wrong answer10: Can say the correctsentence, “it is a nose.”5: Can say only the bodypart, “nose.”0: No or wrong answer10: can say “fly”0: No or wrong answer10: Can answer, “Yes, Ican,” or “No, I can’t.”5: Can say only “Yes” or“No”0: No or wrong answer10: Can say the sentencenaturally using the numberand appropriate adverb5: can say the sentence butmissing the number orappropriate adverb0: No or wrong answer

Enhancing English Proficiency through TPR and Web-based Methods 589 To comprehend true/falsesentencesA donkey has two legsA cat can flyWriting10 To write spelling Write “원숭이(monkey)” in English10: Can recognize true orfalse sentence0: No or wrong answer10: Good spelling5: Mostly correct0: Little attempt to spellcorrectly11 To create a short sentence What can you do? 10: The sentence iscreative5: Semi-creative0: No answer or notcreativeComprehensive reading and speaking12 To read given word orphraseCan you read thissentence?“I am a crocodile and Iwriggle my hips. Canyou do it? I can do it!”10: Read correctly5: Mostly correct0: Little attempt to readcorrectly

Enhancing English Proficiency through TPR and Web-based Methods 59Appendix G: A Student Attitude (Check-list)Direction: Direction: Please indicate with a circle on the degree which you agree with thefollowing statements.1. How difficult was the TPR lesson?Easy 1 2 3 4 5 Difficult2. How difficult was the on-line lesson?Easy 1 2 3 4 5 Difficult3. How was the vocabulary in the lesson?Easy 1 2 3 4 5 Difficult4. How was the role-play activity during the lesson?Easy 1 2 3 4 5 Difficult5. How were the quizzes of the on-line lesson?Easy 1 2 3 4 5 Difficult6. How did you like the pictures?Dislike 1 2 3 4 5 Like7. How did you like the movie?Dislike 1 2 3 4 5 Like8. Were you satisfied with the lesson?Dislike 1 2 3 4 5 Like

Enhancing English Proficiency through TPR and Web-based Methods 60Appendix H: A Teacher Attitude (Check list)Direction: Please indicate with a circle on the degree which you agree with the followingstatements.1. The instructional guide and the materials provided the information I needed to teachEnglish class1Poor2Fair3Good4Excellent2. All materials are easy for me to utilize12PoorFair3Good4Excellent3. The operating time was accurate for the English class1Poor2Fair3Good4Excellent4. I found that the instruction is easy to follow12PoorFair3Good4Excellent5. I found the instruction to be interesting to teach1Poor2Fair3Good4Excellent6. I felt the students enjoyed the instruction12PoorFair3Good4Excellent7. Additional suggestion:___________________________________________________________________________

Enhancing English Proficiency through TPR and Web-based Methods 61Appendix I: Parents’ Opinion Survey (Questionnaire)Direction: Please answer the question, and indicate with circle on the degree which you agreewith the following statements.1. Has your child experienced English education on-line before?1 Yes (What is the program about? _______________________ )2 No2. What did you think about English education through TPR and web-based learningmethods?__________________________________________________________________[3-5] Circle a number relevant to your opinion3. My child enjoyed the on-line lessonNot at all 1 2 3 4 5 Verymuch4. My child was motivated to learn English through the on-line lessonNot at all 1 2 3 4 5 Verymuch5. My child improved his/her ability to express himself/herself in English.Not at all 1 2 3 4 5 Verymuch6. Briefly describe what remarkable change your child made after participating in thisinstruction___________________________________________________________________

Enhancing English Proficiency through TPR and Web-based Methods 62Appendix J: Post Test ⅠThe test will present in two parts: comprehensive test and oral test. The oral test willbe graded by the rubric (see appendix F)• Part 1. Comprehensive Test (80 points)[1-2] Listen and write the word1. ______________ ( knees) (10 points)2. ______________ ( elephant) (10 points)[3-4] Find the correct word in the given table, and answer the question belowArm Buffalo Camel Donkey Knee Shoulder3. ________________ (5 points) 4. _______________ (5 points)[5-6] Put a “T” if the answer is correct and a “F” if it is wrong5. (5 points)I am a cat and I bend myback.( )6. (5 points)I am a monkey and I wavemy arms( )

Enhancing English Proficiency through TPR and Web-based Methods 63[7-8] Choose the most appropriate answer for the questions.7. I can stomp my ________. (10 points)(A) feet(B) fingers(C) hands(D) arms8. I ______ two pencils. (10 points)(A) can(B) do(C) have(D) am9. Read the short sentence below, and create one sentence by yourself. (10 points)Crocodile: Hi, I am a crocodile, and I canwriggle my hips.Can you?You:• Part 2. Oral Test (20 point)1. What is it? (showing a picture) (10 point)2. What do you think the elephant is doing?Can you explain the picture?

Enhancing English Proficiency through TPR and Web-based Methods 655. 들려주는 말에 대한 가장 자연스러운 응답을 고르시오. ( )Hi, Julie. Happy birthday.a You're welcome. b Thank you. c Good. d No.6. 다음 중 선물할 때 사용하는 말 중에서 자연스럽지 않은 말을 고르시오.( )a This is for you. b Happy birthday.c Here you are. d What's this ?7. 다음 대화를 듣고 생일 선물이 무엇인지 맞는 답을 고르시오. ( )Dad : Happy birthday. Minju.This is for you.Minju : Thank you, Dad.What’s this?Dad : It’s a book.a notebook b pencil c book d eraser8. 다음 들려주는 말에서 치과 의사가 많이 쓰는 말을 고르시오. ( )a Sit down, please. b Open your mouth.c Open your eyes. d Open your book.9.”손을 씻어라”라는 표현에 알맞은 번호를 고르시오. ( )a I’m hungry. b Sit down.c Go to bathroom. d Wash your hands.10. 들려주는 말을 듣고 명령하는 순서대로 번호를 쓰시오.Sit down. Open your mouth.Close your mouth. Stand up.a 일어서라 ( ) b 입을 벌려라 ( )c 입을 다물어라 ( ) d 앉아라 ( )

Enhancing English Proficiency through TPR and Web-based Methods 6611. 다음 응답이 나올 수 있는 질문은 어느 것입니까? ( )a Do you like bananas? b Do you like apples?c Do you like oranges? d Do you like chicken?12. 다음 질문에 대한 알맞은 응답은 어느 것인지 고르시오. ( )Do you like fish?a Yes, I am. b Sorry.c Yes, I do. d No, I can't.13. 다음 질문에 대한 알맞은 응답은 어느 것입니까? ( )How many pencils?a I’m seven. b Seven pencils.c I have seven books. d Seven cows.14. 다음 중 크기에 관한 표현은 어느 것인가요? ( )a It's small. b It's hot.c It's so cool. d It's strong.15. 다음 질문에 대한 알맞은 응답은 무엇입니까? ( )Can you swim?a Sure, I can. b No, I'm not.c Yes, it is. d I can skate.16. 다음의 요청에 알맞은 응답을 고르시오. ( )Help! Help! Help me, please.a Look at the monkey. b Wait! I'm coming.c It's so big. d I like snow.17. 다음 중 날씨가 추울 때 할 수 있는 말은 무엇입니까? ( )

Enhancing English Proficiency through TPR and Web-based Methods 67a It's very hot. b Help yourself.c Put on your sweater. d It's sunny.18. 다음 표현에 대한 응답으로 가장 알맞은 것을 고르시오. ( )It’s snowing.Let’s make a snowman.a Yes, it is. b OK. Let's go.c I like snow. d Sure, I can.19. 다음 그림을 보면서 질문에 알맞은 응답을 고르시오. ( )How’s the weather?a It's sunny.b It's snowing.c It's raining.d It's hot.20. 다음 들려주는 문장에 알맞은 응답을 고르시오. ( )Thank you very much.a Yes. It's mine. b You are right.c Yes, please. d You're welcome.

Enhancing English Proficiency through TPR and Web-based Methods 68Appendix L:Interview by SMESince I have no idea about the actual field of primary education, I needed to asksomeone with a lot of field experience. So, I was introduced to Hye Young Kim, a Yongdongelementary school teacher of an acquaintance. She has been teaching students for six years,now she is in charge of a third-grade class. I corresponded directly with her via email.In order to obtain more exact information of the problems and needs, I sentquestionnaires for analyzing learners and context (see Appendix A & C) to her. She helpedme to get the answers from her colleagues and students. Through the gleaned informationfrom them, I found significant problems on current English education; students have barelyenough time to practice the lessons. Also, in comparison with private institutes thecurriculum, the contents of the textbook and lessons are dull and not interesting for thelearners. These reasons made many students participate in private institutes for learningEnglish.To combat the problems, I researched the advantages and usefulness of curriculum ofprivate institution, and I needed to seek an expert to get advice. I choose Gina Beak who is alanguage education coordinator, as a Subject Matter Expert in this project. She received herM.A. in master of education from University of Bristol, UK and Ph.D. of English Linguisticsfrom Chungbuk University of Korea. She had experienced to teach primary school students ina private institute using by TPR method for three years. Now she is operating the agencybusiness, “Active Korea” that offers curriculum and education to companies and institutes toteach English and Korean. I discussed with Ms. Baek about my task analysis and instructionaldesign plan for practicality of the project. I emailed her to ask some question in three sections:clarity, impact, and efficiency of this project.

Enhancing English Proficiency through TPR and Web-based Methods 69Ms. Beak said the objectives are clear enough as her experience --she had taughtprimary students using this teaching method so-called “mimicking” in the context of EFLlearning environment. On the contrary, she was concerned about the less advanced learners. Itmay be difficult for those slow learners to have a clear picture of the whole story during theclass. For instance, she commented that some students used to have problems doing selflearningwhen they were given extra assignments as they had not completed the activitiesduring the regular class.It is sure that visual aids help the students guess the general idea and try tounderstand the whole story. However, she had encountered troubles dealing with thoselanguage learners. As the target age group of this project is 10 year old students, teachers willbe in need of dealing with those different levels of students. She suggested that the teachersmake sure that the students have a clear understanding of key expressions and vocabularywords during the introduction part by asking the students questions or using photos and soon.Another concern from her was how to make quiet students to be more active in class.Students need to act (jump, run, laugh and cry, etc.) in order to understand the scene they aremimicking. By doing that, they are able to experience the situation indirectly. However, itmight be difficult for teachers to make those quiet students be more active in class.She also mentioned that in order to understand the situation and acquire the sentencesfrom the scene, both the learners and teachers need to make efforts on physical activities.Even though the main material of the class is the visual aids, the teachers’ role is alsoimportant. Students are likely to follow what teachers act and mimic more than what thecharacters act and say in the movies.Most kids like to watch movies especially animations. She said this teaching methodcan be an efficient way for the kids to learn a target language. They will naturally acquire the

Enhancing English Proficiency through TPR and Web-based Methods 70target language by imitating motions, facial expressions and sentences of the characters in themovie. They experience the culture of the target language indirectly in this way.She pointed out another positive aspect of learning a target language through themedia is that the learners will be able to receive a variety of language input, which may notbe possible in a teacher-centered classroom. The language learners can get a variety oflanguage input by experiencing (listening, reading, writing, and speaking) different sentencesof the characters in the movie. However, it will be important for teachers to give the languagelearners proper instructions and guidelines so that the learners can use this computingenvironment effectively.Overall, Hye Yong Kim and Ms. Beak provided useful information and goodsuggestions, which I could not catch in my standpoint for this project. It was a good chancefor me to develop my instruction and to be addressed about the content of my project. I couldget some insight into the future of developing instructional project. Some of my great regretsin the SME report, however, were that it was difficult to find SMEs and hard to contact withthem because of the time difference and their schedule. If I could contact them frequently toget some feedback, I could reduce mistakes and strengthen the project.