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.
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