Effects of Using Paper-based Concordance on ELL's Logical Connector Knowledge

Abstract

The aims of the study were fourfold: 1. to compare the effects of teaching logical connectors through inductive and deductive teaching methods, 2. to explore learners' opinions towards the usefulness of paper-based concordance, 3. to explore pattern of interactions during knowledge co-construction process using paper-based concordance, and 4. to investigate the successfulness of the knowledge co-construction in learning logical connectors. There were two experimental groups: the inductive teaching group using paper-based concordance and the deductive teaching group traditional teaching materials. Forty-seven undergraduates of Prince of Songkla University took part in the study. They were in their third or fourth year. The English proficiency ranged from beginners to intermediate. Data were collected using 1. identical pre and posttests (a =0.75), 2. stimulated recall interview questions, and 3. dialogues during knowledge co- construction activities. Paired t-test was used to analyze the test scores while content analysis was used to analyze verbal data. A significant improvement of within group comparison was found (inductive teaching group -6.922, p=0.01, SD-4.7; deductive teaching group t=7.450, p=0.01, SD-3.91). However, no significant difference between group comparison was found (-0.309, p=0.76, Cohen's d=0.09). Interview results revealed that the concordance allowed the participants to see more examples including different positions of logical connectors as well as helping them learn that logical connectors can be used in linking both phrase and clause. Five phases of interaction during knowledge co-construction were identified, namely translating, eliciting, requesting help from teacher, exploring and meaning discovering. Insufficient vocabulary knowledge was found to obstruct their knowledge co-construction. Future research can further examine the effect of employing paper- based concordance using deductive teaching approach to teach low proficiency learners.