CHAPTER VI

SUMMARY AND CONCLUSIONS

Introduction

Interactive Approach Model

Statement of the Problem

Hypotheses

Objectives of the Study

Tools Used in the Study

Experimental Design

Sample of the Study

Experiments Conducted

Analysis of Data

Major Conclusions o f the Study

Implications or the Study

Suggestions for Further Research

Chapter - V1

Summ'ary and Conclusions

The summary of the study is presented in this concluding chapter The

theoretical base of the Interactive Approach Model is preceded by the significance of

the problem, presentation of the problem, hypotheses and objectives of the study. A

brief description of the procedure adopted for the study is presented. The analysis of

data and the major findings are concisely described. The chapter concludes with a

discu:;sion of the implications that can be derived from the present study and the

suggestions for fiinher research in the field of second language learning.

Sipnificance of the Problem

I t is stated in the prescribed textbooks at the secondary school level in Kerala

that the main purpose of a course in English is to help the learner use English

accurately, fluently and appropriately for purposes of communication through the

development of language skills, the mastery of language elements, the development of

communicarion skill, the inculcation of literary ski1 I s and the development of study

skills The aims of teaching Enslish are tnodest and utilitarian. But the large

perceiltage of failures in the language at the secondaj school leaving certificate

examinations indicates that in the field of teaching and learning English, general

corn?-.tence in the language has deteriorated sharply.

The practising teacher of English is confronted with the two extreme

approaches of teaching English. On one side there is the structural approach based on

the behaviourist theories giving importance to content, accuracy and analysis and on

the other side there is the communicative approach larsely based on the Gestalt

psychology giving importance to hnction, fluency and use of the language. (Dubin

and Olshtain. 1986; Venkateswaram, 1995). The teacher-centred structural approach

promd~tes only teacher-pupil interaction. It aims at grammatical competence throuyh

the study of selected structures and vocabulary. in contrast the learner-centred

comnlunicative approach promotes pupil-pupil interaction through the study of

notions and functions. However, real language learning involves grammatical and

comnlunicative competence. The above approaches also fail to look at language

leariling from the point of view of the learner's mental processes when he involves

with the learning material. Cook (1991) states, "It is the learners' involvement, the

learners' strategies, and the learners' ability to yo on their own ways that

counl"( p. 68). Accordingly sood language learning involves not only teacher-pupil

and pupil-pupil interactions but also the interaction between the learner and the

learilil~g material. Therefore there is the need for an approach that makes use o f

rnaxi~nuril inkolvement of the learner, leading to his independence in the use of

language inside and outside the classroom.

Buch 1986) and NCERT ( 1997) say that there are only a few studies dealing

with the classroom teaching of the language. A review of literature shows a lack of

integr-ated skills approach. Canguage learning is colnplete only when one has

lnas~ered all the four language skills. Therefore, in this study the investigator adopted

an integrated skills approach. Carrel, Devine and Eskey ( 1 988). O'Malley and

Chamot (1990) and Chaudron (1988) suggest the need for classroom based

pedag,ogical research and hence there is a need for a more controlled research on

second language learning strategies especially when language acquisition is viewed as

a cognitive skill.

Interactive Approach Model

An interest in learning strategies is the natural outgrowth- of a change in

orient at ion from behaviourist theories to cognitive theories of learning. Cognitive

approach views learning as an active process that occurs within the learner and which

can be influenced by the learner. Instead of viewing the outcome of learnins as

depending mainly on what the teacher presents, the outcome of learning is supposed

to depend joint]!, on what information is presented and on how the learner processes

that information. In this view. the behaviours and thoughts that a learner engages on

or the strategies used during learning influence learning (Eyyen and Kauchak. 1 990;

O'Malley and C hamot. I 990; Weinstein and Meyer, 1 986). Learning strategies are

special wavs of processirly infom~ation that enhance comprehension and learning

'Ihe rdtionale behind this study i s that good teachitlg includes teaching students how

to learn.

The internal process of language learning takes place as a result of the external

interaction between the teacher and the learner and the internal interaction between

the learner's cognition and the learning task. So in this study the investigator

incorporated certain learning strategies, which promote the interaction of the learner's

cognition with the learning material. lnteractive approach model is one, which will

provide the students with strategies to interact with the learning material. This

approach is integrated into a model "by carefblly arranging the set of concepts to

explain what the teachers and students do in the classroom, how they interact and how

they use the instructional materials"(Buch, 1986, p.439).

Statement o f the Problem

The problem selected for the study is entitled "The Effect of lnteractive

Approach Model in Teaching English as Second Language."

Hyuo t heses

Hypothesis I: The achievement in English of the pupils taught by Interactive

Approach Model is significantly higher than that of the pupils taught by the

Conventional Teaching Method.

Hypothesis 11: The achievement in English of the pupils in English medium

is sigr~ificantly higher than that of the pupils in Malayalam medium, when taught by

the Interactive Approach Model.

Hypothesis 111: There is significant relationship between the achievement in

English of the pupils and their socio-economic status, study habits, achievement

motivation. home learning facility, interest and intelligence, when they are taught by

Interactive Approach Model

Obiectives of the Study

The main objectives of the study are:

1 T o find out the effectiveness of Interactive Approach Model.

2. To compare the effectiveness of Interactive Approach Model and the

Conventional Teaching Method on the achievement in English language of the

students in English medium and Malayalam medium groups.

3.To compare the effectiveness of Interactive Approach Model and the

Conventional Teaching Met hod, on the achievement of students in English language

skills:(a) listening skill, (b) speaking skill, (c) reading skill, and ( d ) writing skill.

4. To find out if there is any significant difference in the performance of

English medium students and Malayalam medium students, when taught by the

Interactive Approach Model.

5. To find out if there is any significant relationship between the achievement

in English of the pupils and their socio-economic status, study habits, achievement

motivation, home learning facility, interest and intelligence, when lnteractive

Approach Model is adopted for teaching English as second language.

Experimental Desipn

The main purpose of the study was to compare the effectiveness of Interactive

Approach Model over the Conventional Method of teaching. So the experimental

methcad was found appropriate for the present study. The non-equivalent pretest -

posttest control group design was made use of in this study. It was administratively

difficult to arrange equivalent groups by matching students. The investigator

therefore conducted the experiment in intact classroom groups and statistically

equated the groups applying the technique of Analysis of Covariance to analyse the

pretest and posttest scores.

Variables

The experimental or independent variable is the instructional method at two

levels. namely the lnteractive Approach Model and the Conventional Teaching

Method. The dependent variable is the achievement in English as determined by the

standardised tests scores and rating scale scores. The effect of extraneous variables

like intelligence, home learning facility, socio-economic status, achievement

motivation, interest, study habit and the medium of instruction will be studied. The

difference in achievement that would have been caused by other extraneous variables

was made minimum by adopting the statistical technique of Analysis of Covariance

(ANCOVA).

Sample of the Studv

For the experimental design adopted in the study, experimental and control

groups of students were selected from two educational institutions, which follow the

S .S .L .C syllabus. Both the institutions are aided high schools in urban area. The

institutions are Mount Carmel G.H.S and M.D Seminary H.S. Altogether there were

259 students with 130 students in the experimental group and 129 students in the

control group There were 1 52 students in the Malayalam medium 107 students in the

Eng1ir.h medium. All the groups belonged to the academic year 1999-2000, Intact

classr~om groups were selected for the experiment.

Tools used in the Studv

The following tools were found suitable for the experiment and collection of

data:

I . Lesson Transcripts for teaching English in the Interactive model and

conventional method.

2. Standardized Test of English as Second Language. (Pretest and Posttest).

3 . Rating Scale for Assessing Oral Communication.

4. Rating Scale for Assessing Essay Type Answer.

5. Socio-Economic Status Scale.

6. Personal Data Sheet.

7. Kerala University Verbal Group Test of intelligence.

8. Home Learning Facility Inventory

9. Study Habit inventory

10. Achievement Motivation Scale.

I I . Interest inventory.

Experiment Conducted

The experimental method, which makes use of non-equivalent pretest -posttest

desigil. was used. English lessons 'to be taught were chosen from the prescribed

textt~ook for standard V111. The . investigator prepared lesson transcripts in the

interactive approach model and the conventional met hod. The intelligence test, socio-

economic status scale, study habit inventory, learning environment scale, interest

inventory and achievement motivation scale were administered to the experimental

and the control groups, to collect data regarding those variables. The experimental

and the control groups were pretested with the Tests of English as Second Language

for standard VllI developed and standardized by the investigator.

The experimental and the control yroups were taught during the usual periods

assigned for English language teaching in the school routine. The control group and

the experimental group were taught the same lessons, from the prescribed text (Kerala

English Reader for Std VIII, 1999). In the control group, the Conventional method,

which is used by teachers in Kerala, was adopted for teaching. The structure and

vocabulary listed in the textbook were taught to the students. As far as possible the

teacher confired to textual illustrations and exercises, the practice of which again is

an attribute of the conventional teaching method. In the control group students were

passive listeners Tor most of the time. The investigator took care of keeping the

standard of explanation of concepts in the conventional method of teaching as high as

possil~le. In the experimental group, the Interactive approach model was adopted.

Strategies that were crucial in understanding the learning material were taught directly

at tile outset Then the lessons in the text were taught. At this stage strategy

instr~ction was integrated with language learning. The various phases of the model

werr itrictly adhered to, during the course of the lesson. The pupils were active in the

classr~om. 7'eachers observed the teaching learning activities in the experimental

group and recorded their appreciation and practicability of the lessons in the

obser ~ation schedule provided by the investigator. All groups were posttested using

the same Tests of English as a Second Language, when the experiment was

c,ornpleted. The Oral Communication Rating Scale was used to assess the speaking

skill

Procedure of Statistical Analysis

The pretest scores and the posttest scores of the experimental and the control

grot F s were consolidated for statistical analysis along with the scores of intelligence,

socio--ecor.omic status; achievement motivation, interest, study habit and learning

envirclnment. The three major questions of the study are ( 1 ) Is lnteractive approach

modei efiective? (2) Is Interactive approach model better than the conventional

teac h~ng method? (3) 1s there a relationship between achievement and various

variables like home learning facility. socio-economic status, intelligence, ac hievernent

motivation. study habit, and interest? To examine the first question, paired 1-test was

useo. The achievement scores of the two groups were compared using the statistical

technique AbiCOVA. Skill wise analysis of achievement was also done. Multiple

regrz:;sion and path coefficients were computed to find out if there is relationship

betweet-1 achievement and the extraneous variables. The important findings were

reported, and based on the findings the tenability of the hypotheses was tested. On

the basis of the important findings necessary suggestions for the improvement of

teaching English as a second language were given. Areas for fbrther research were

located.

Maior Conclusions of the Study

The following are the rnajor conclusions that were obtained from the results of

the at.-alysis of the data collected.

Conclusion 1, -

The Interactive Approach is more effective than the Conventional Teaching

Method in teaching English as second language in English medium.

The above conclusion is deducted from the following findinys:

The students taught by the Interactive Approach gained higher in the Test of

Engliih as Second language than those who were taught by the Conventional Method,

in English medium groups.

I . The F value obtained from the analysis of covariance of the pretest and

posttest scares of students in the IAM was significant (I.;.,, for df 11 104 = 405.2 I ,

31).

2. When the difference between adjusted means of posttest scores of the lAh4

and (--'I'M groups was tested for significance for ~ l f ' ,104, the / value obtailled was

significant (Adjusted posttest means for IAM = 75.51 and for CTM = 57.06,

/ = 20.80, 0 1) . The adjusted means of posttest scores show that the interactive

Approach Model is more effective than the Conventional Teaching Method.

The Interactive Approach is more effective than the Conventional Teaching

Met hod in teaching English as second language in Malayalam medium.

The above conclusion is deducted from the following findings:

The students in Malayalam medium taught by the Interactive Approach gairled

higher in the Test of English as Second language than those who were taught by the

Conc entiotlal Method.

I . The F value obtained from the analysis of covariance of the pretest and

posttest scores of students in the IAM was significant (I:)?., for df 11149 = 498.05,

/)<: 0 I ) .

2 When the difference between adjusted means of posttest scores of the 1AM

and CThl groups was tested for significance for LO; 149. the / value obtained was

siynilicant (Adjusted posttest means for [AM = 48.25 and for CTM - 29,06, I =

22.3(1, 11: 0 1 ) The adjusted means of posttest scores show that the Interactive

Approach Model is more effective than the Conventional Teaching Method.

Conclusion 3

The interactive Approach is a more effective method of teaching English as

second language in English medium than in Malayalam medium.

The above conclusion is deducted from the following findings:

The stgdents in English medium obtained better scores in English than the

students in Malayalarn medium except for reading skill.

1 . The F value obtained was significant after the posttest scores were corrected

for differences in the pretest scores of the English medium students and Malaydam

medium studelas who learned English in the Interactive Approach Model (Fy,, for df

1/126 = 4.46, p< -05) which is due to the higher scores obtained by the English

medium group than the Malayalam medium group.

2 . The difference in the adjusted means of posttest scores o f the English

medium and Malayalam medium groups for dj 1426, was significant (Adjusted

postt.est means for English medium = 60.73 and for Malayalam medium = 58.29,

t=3 46, pc.0 1 ).

Conclusion 4

The Interactive Approach is more effective than the Conventional Teaching

Method in developing English language skills in English medium.

The above conclusion is deducted from the followin_r findirlgs

The English medium students who were taught by the Interactive Approach

Model gained higher score in each language skill than those who were taught by the

Conventional Method.

I . The F values obtained from the analysis of covariance after the posttest

scorz:: were corrected for differences in the pretest scores of the English medium

stud--11s in the 1AM was significant (I-; ,a, for df 111 104 = 85.46 for listening skill, /I.:

. G I ; 219.33 fcr speaking skill, p< . O 1 ; 114.08 for reading skill,p< .O1 and 119.89 for

writ:r;g skill, p< .0 1 ).

2. The differences in the adjusted means of posttest scores of the lAM and

CTM groups 3f English medium students for u'' 104, were sigi~ificant (M ,.., For IAM

=. 23 .8 1 and (:TM = 19.74, / = 9.69. p< .01 for listening skill; M ,.., for IAM - 1 I .78

and CThl = 7 53, = 15 -39, p< .0 1 for speaking skill; M ,-., for 1AM = 2 1.03 and

CTM = 16.15, / = 3.64, / I < .01 for reading skill; A4 ,,, for IAM =18.63 and CTM =

14.24. r == 5.18. / I< .0 I for writing skill).

~ o n c f usion 5 ----

The Interactive Approach i s more effective than the Conventional Teaching

Met ~ o d in developiny English language skills in Malayala~n metliut~l.

The above conclusion is deducted from the following findings:

The srudents taught by the interactive Approach gained higher scores in each

Iangtliiye skill than those who were taught by the Con\~entional Method in Malayalanl

med Lrn.

1 . The I - values obtained from the analysis of covariance after the posttest

scorer, were corrected for differences in the pretest scores of the Malayalam medium

s tudz~~ts in the IAM were significant (l;,., for 4 ' ] / I49 = 213.92, p< . O l for listening

skill 32.42, 0 1 for speaking skill; 2 10.92 p< .01 for reading skill and 2 12.80 for

\vrit*r.y skill. I;< .O I ).

2. The. differences in the adjusted means of posttest scores of the IAM and

CTM groups of Malayalam medium students for gt 149, were significant (M ).., for

IAM = 17.27 and CTM = 1 1.05. t =14.74, / I ( 0 1 , for listening skill; M ,,., for

1Ah.l = 5 74 and CTM = 2.76, t = 9.80, p< .0 1 , for speaking skill; M !-..y for IAM ==

13.81 and CTM = 8.44, r = 13.66, p< .Ol,for reading skill; M ,.,., for 1AM = 10.92 and

CTM = 098, / = 14.74, pc: 0 1. for writing skill).

The lriteractive Approach is more effective in developing English language

skills in English medium than in Malayalarn medium,

The atove conclusion is deducted from the following findinys:

'Th,e students in English medium obtained higher scores in English than those

in hfalayalarn medium except for reading skill, when they learned English in the

lntel-active Approach Model.

1. The I: values obtained from the analysis of covariance after the posttest

scores were corrected for differences in the pretest scores of the English medium and

Malayalam medium students in the IAM were significant for the English language

s k i l s except for reading skill (FyVx for df 11126 = 4.08, p< .05 for listening skill;

6.37, p< .05 for speaking skill; 29.80, p< -01 for writing skill; and 0.79 for reading

skial:;.

2 . The differences in the adjusted means of posttest scores of the English

med.um and Malayalarn medium students were significant in their language skills

except for their reading skill when they learned in the IAM. The higher means

obtained by the English medium students show that they were better than the

Malayalanl medium students in listening, speaking and writing skills. (M,,., for

English medium = 20.68 and Malayalam medium = 19.23, t = 2.64 for df, 126, p<

.O 1 , for listening skill; M s., for English medium = 8.7 1 and Malayalam medium =

7 .58 . t = 259 for df, 126, p< .01, for speaking skill; M ,r for English medium =

! 7.46 and Malayalam medium = 16.76, t = 1.20 for df, 126, for reading skill; My, for

English medium =14.89 and Malayalam medium = 13.78, t = 2.95 for df,126, for

writing skill, p< .01).

Conclusion 7

There is no significant relationship between the achievement in English of the

pupils in English medium and their socio-economic status, study habits, achievement

motivation, home learning facility, interest and intelligence, when they are taught in

Interactive Approach Model.

The above conclusion is deducted from the following findinys:

I . When the gain scores were subjected to Multiple Regression Analysis it was

found that there was no significant relationship between the selected variables and the

gain scores of the pupils in the experimental group in English medium (Table 41),

The values of /-Stat are 1.55 for home learning facility, -0.3 1 for achievement

motivation, -0.3 1 study habit, -0.88 for socio-economic status, -0.53 for interest and

is - 1 .t17 for intelligence. R-Square is 0.16, p>. 05 level.

2. Path coefficient analysis shows that in English medium, the students who

are less intelligent and those who belong to low socio-economic status have better

gain scores. The other variables do not have direct or indirect effect on the gain

scores (Table 43).

Conclusion 8

There is no significant relationship between the achievement in English of the

pupils ill M alayalam medium and their socio-economic status. study habits.

achievement motivation, home learning facility, interest and intelligence, when they

are taught in Interactive Approach Model.

The above conclusion is deducted from the following findings:

1 , When the gain scores were subjected to Multiple Regression Analysis it was

foucd that there was no significant relationship between the variables except study

habit o f the pupils and the gain scores of the pupils in the experimental group in

Malavalam medium. The values of /-Stat are 1.61 for home learning facility, -0.38

for achievement motivation, 0.3 3 for socio-economic status, -0.64 for interest and is

I 8 3 for intelligence, p . 0 5 ; and -2.76 for study habit study habit, p<.O 1 . R-Square is

0.16 (Table 42).

2. Path coefficient analysis shows that in Malayalam medium, the students

whc have poor study habit and less intelligence have better gain in scores. The pupils

with better home learning facility have better gain in scores. The other variables do

not have direct or indirect effect on the gain scores (Table 44).

implications of the Studv

Language education is handicapped with overcrowded classrooms and limited

facilities Teachers resort to age-old practices of repetition and students resort to rote

learning. This practice hardly helps the cognitive development or language

development of the students. The presentation of knowledge in the mother tongue

prevents students from developing their language skills. lnteraction in the classroom

is generally confined to teacher-pupil interaction Several studies show that during

80% of the time spent in teacher talk the students are mere passive listeners. The

teachers are not practised during their training period about how to create

opportunities for the students to interact with the learning material. If this is done the

cogr~itive skill development as well as languase development of the student will take

place. The interactive approach model was tested for its effectiveness in comparison

with :he conventionzl method of teaching English and it was found that the former

was an effective method of teaching English as second language. Modern curriculum

developments are concerned with the process approach to develop the language skills.

In this context, IAM deserves much attention. In IAM the student is not passive. The

student acts and interacts with the learning task. The findings of the study clearly

indicate that IAM is more effective than CTM. It is therefore recommended that this

method can be further tested by the educational authorities to determine the

plausibility of' introdking it in teaching English in schools and in the teacher

educetion curriculum. Meanwhile the educational agencies can arrange in-service

courszs for the teachers who are unable to adopt this method by preparing lesson

plans for proper interaction between the learner and the learning material.

There exists a controversy regarding the medium of instruction. Like many

States. Kerala also follows mother tongue and English i s the media of instruction.

Consequently the Malayalam medium students lag behind the English medium

students in their English language skills. But the results of the present study show

that the gain of the Malayalam medium students is appreciably high when they learnt

in the interac1:ive approach. This finding is crucial with respect to the medium of

instruction. The important outcome of the experiment conducted is the effectiveness

of IAM over CTM both in Malayalam medium and English medium. The study

further proved that IAM is more effective than CTM in the achievement of English as

well as in the development of the individual language skills of the students who are

learning in either Malayalam medium or English medium.

The present study clearly shows that if \AM, that is based on the use of

strategies by the students themselves to attain the language skills, is adopted the

students who belong to the lower socio-economic strata will also be able to make

better achievement in English. Majority of the student population come from the

average or low intelligence groups and average or low socio-economic group. For

then1 IAM is more effective. Meanwhile, IAM is effective for the high intelligence

and high socio-economic groups also. The findings related to SES and intelligence

make the investigator recommend that the authorities switch over to IAM as it is

better for all the students irrespective of their intelligence and socio-economic status.

Suggestions for Further Research

The present study has the limitations of a doctoral work. There are certain

litnitations in its scope and design. Some suggestions' for hrther research would

broaden its purpose.

I l'he experiment to test the effectiveness of IAM was conducted in a sample

of eighth standard students. The method can be tested on larger samples of students

belonging to different dichotomous groups of gender, locality, socio-economic status,

culture, learniny ability and intelligence. The study may be replicated for a larger

sam;?le giving adequate coverage to more variables.

2 The study can be repeated at all levels of education and training-from

prirr~ary edcczLt ion to higher education The present study confirms the effectiveness

of this approach in the school set up in Kerala State. Hence the scope of this approach

may t ~ e studied in the field of adult education.

3 . The purpose of the study was mainly to compare the efl'ectiveness of the

Interactive Approach Model with that of the Conventional teaching method. The aim

of the study c,an be broadened by comparing it with certain select traditional met hods

like structural Approach, Direct Method, New Method, etc. The aim of the study can

also be widered by finding out the effectiveness of IAM for the teaching of English

prose, poem a,nd grammar

4 . 1Ah.l may also be tested for its effectiveness on the creativity of the pupils.

5 . i n this study, the lesson plans using Interactive Approach was prepared for a

few lessons prescribed for standard VIl1. This may be done for more topics and also

in otiner subjects. The design can be extended to Inore lessons by finding out the

effect.iveness of IAM for different kinds of lessons.

6 . The Interactive Approach Model may be tested for its effectiveness in

minimizing the mental deficits in learning English by the learning disabled students at

different stages of education.

7. A research project on how IAM could be incorporated into the instructional

process of learning English as second language could be undertaken by organizations

like K E R T and SCERT.

8. A handbook on the lesson plan based on IAM may be prepared and tested

for teaching English as second language.

9 . A study on improving the effectiveness of lAM by supplementing it with

modern thoughts on language development and learning could be conducted.

References

Buch, M B. (1 986). Third survey of educational research. New Delhi: NCERT.

Carrel, P. L, Devine, J . , & Eskey, D. E. (1988). Interactive approaches to second language reading. Cambridge: Cambridge University Press.

Chaudron, Craig. ( 1 988). Second language classrooms. Cambrid ye: Cambridge University Press.

Conk, Vivian (1 99 1). Second language learning and language teaching. New York: Chapman and Hall lnc.

Dubin, F. and Olshtain, E. (1986). Course desiqn - developing programs and materials for language learning. Cambridge: Cambridge University Press. .-

Eggen, P. D. and Kauchak, D. P. (1 990). Strateqies for teachers: teaching content and thinking skills. New Jersey: Prentice Hall.

NCERT. ( 1997). Fifth survey of educational research. New Delhi: NCERT.

0' Malley, J . M , and Charnot, A. U. ( 1 990). Learning strategies in second lanyuag ac~uisition. Cambridge: Cambridge University Press.

Venkateswaram, S . (1995). Principles o f teaching English. New Delhi: Vikas Publishing House.

Weinstein, C. E, and Mayer, R. E. (1986). Teaching bilingual learners. In M.C. Wittrock. (Ed.). New York: McMillan Publications.