Abstract ` The new approach of teaching and learning and increasing use of website innovations in relation to educational institutions, pedagogical information and publication and virtual educational developments not limited to website usability in the classrooms grow substantially. This action research assessed the perceptions of students in using websites in learning English especially to the website navigational menus and webpage elements. Respondents claimed that they did strongly agree in using the television, computer and internet. They claimed that their school facilities and equipment were moderately available; they claimed that they did strongly agree to the sample elements of the classroom website navigational menus such as: Online Quizzes, Assessments, Activities, Researches, Announcements & Calendars, and Online Slides; they stated that they had learned the top three parameters: content, vocabulary and texts; they preferred the option “Easy: It’s easy because I have learned of the vocabulary”; and they also preferred the element, “Mix: The pictures and text help me learn more vocabulary”. Thus, this paper would recommend the training-workshop of teachers in the development of Automated Instructional Materials for Students (AIMs) through creating the classroom-website innovation for Senior High School Reading and Writing in the public secondary schools of Dalaguete districts 1 and 2.
Keywords: Learning English using Classroom Website; DepEd Dalaguete Districts-Students’ Perceptions in Using Websites in Learning English; Descriptive Research; Dalaguete, Cebu, Philippines
I. Context and Rationale This action research focused on the perceptions of students in using the classroom website in learning English as a second language. This study anchored from Stephen Krashen’s theory on second language acquisition (SLA) has been stated in simple language - in words the majority of teachers can understand; and uses examples from classroom practice as cited by Ibrahim Abukhattala (2012). Howard Gardner (2011), another educational theorist, proposed the theory of Multiple Intelligences and argued that if teaching is flexible and pays attention to the range of intelligences, more students will gain a better understanding of what is being taught. According to Gardner that the virtual developments are linked in the Worldwide Web that would enhance opportunities to help learners understand from a diverse environment. Gardner stated that teaching with the use of technology is the virtual innovation that teachers can do in school. “They can collaboratively create classroom websites to be used in teaching and learning without the use of programming language for free using the free sub-domain.” Students could browse the sites using the desktops, laptops, tablets, e-notebooks, and mobile phones. European teachers had developed their classroom websites, likewise American teachers had also utilized their classroom websites in teaching the 21st century learners. The Department of Education had issued a DepEd Memo No. 143, s. 2017 to encourage teachers to use ICT in teaching and learning, and governance. All schools were informed that there would be national and regional DepEd ICT Summits to showcase the best ICT practices in the Philippine schools. A classroom website could be one of the best ICT innovations and practices. The creation-and-editing of the classroom websites could be very simple. The teachers could just click, hold, and drag or drop the selected image or text and the design would automatically rearrange with a grid layout. Everything would really fit into the best place of your webpage. This action research was designed to assess the classroom navigational menus to be used that might have better impact to the K to 12-21st century learners when educators have been using their classroom websites. And then, this study was designed to further examine the students’ perceptions in using classroom website/s in learning English. So, the researcher developed and adapted specific questions, parameters, variables and criteria to be used in getting students’ perceptions. The classroom website and its contents were examined based on the questionnaire. The design of the website was a teacher made-prototype classroom-website innovation. Anyway, this research only examined the students’ perceptions in using the elements of the classroom website/s that might have a better online guide to students’ learning. The classroom website was developed by a public school teacher. And such innovation helped the teacher in improving his approaches to teaching and learning English subject. This link: https://sites.google.com/deped.gov.ph/reading-writing is a prototype sample website which was developed by Mr. George P. Lumayag, that could easily be maintained, and managed by teachers, master teachers, and education specialists using their DepEd email accounts. The public secondary schools in Dalaguete districts 1 and 2 have been offering the core subjects of the senior high school curriculum. Most of these subjects need the classroom websites for online supports. Any subject teacher could create a classroom website. This would precisely support the teaching approaches of the teacher. Lessons, activities, portfolios, projects, downloadable instructional materials and many more could be uploaded by teachers and could be downloaded by the students anytime. The 21st century teachers could develop the simple classroom websites for their students and they would be precisely challenged by the technology in the modern world. In the secondary schools of Dalaguete districts, only few teachers have had developed their classroom websites. The researcher believed that those teachers with classroom websites are TLE and TVL teachers handling Computer Technology and Empowerment Technology subjects and few from the English department. This prototype school based innovation such as the Classroom Website @ https://sites.google.com/deped.gov.ph/reading-writing was used in the study. The web developer designed the navigational elements like the Detailed Lesson Plans, Vocabs & Pronunciation, eTranslator, Type & Listen, Linked Videos, Online Slides, Activities, Online Quizzes, Assessments, Downloads, Uploads, Researches and Linked Websites. The teacher had uploaded his Detailed Lesson Plan/s to guide his students during the classroom activities. He had linked other websites for vocabulary and pronunciation wherein the students could type the unfamiliar words, then read the meanings of those words. In addition, the students could also hear the correct pronunciation of those words by clicking the Speaker icon. The teacher had also linked the eTranslator website wherein the students could type their statements inside the text box and then should click the Translate icon to view the computer-generated translation. He also created and linked the Type and Listen, a navigational element, which is very much useful to learning English. He linked the website to utilize its function wherein the students could type more paragraphs and then would listen to the computer-generated pronunciation of words from native English speakers. He created a navigational webpage, Linked Videos from Youtube.com to link the videos for speech improvements. Another navigational element the teacher had developed was the Online Slides-webpage wherein all localized contents were created and properly presented using online slide presentations. The developer had also designed a navigational webpage for the students’ set of activities of the day. He created the Online Quizzes – webpage element to assess the students’ learning based from the content standard/s and its topics were presented via electronic presentations. He created another navigational element - Assessment which was used by the teacher to assess the students’ perceptions in learning the language through online survey. Downloads and Uploads navigational options were also designed by the teacher-web developer to let the students download the Exercise Activity Sheets and or Performance Task Sheets for the day and let the students upload their completed outputs using the Upload generator icon in the classroom website. The researcher stressed that to develop a classroom website would take time, efforts, and commitment. And such virtual innovation would lead to certain perceptions of students in using the classroom website/s in learning English. For the purpose of assessing students’ perceptions, the researcher developed this prototype classroom website: https://sites.google.com/deped.gov.ph/reading-writing as a sample site to be used in the study. This study anchored from Stephen Krashen’s theory on second language acquisition (SLA) and Dr. Howard Gardner’s Theory of Multiple Intelligences. And this was strengthened by the Department of Education through DepEd Memo 143, s. 2017 for ICT Best Practices and (DepEd Order No. 43, s. 2015), as amended by (DepEd Order No 4, s. 2016) then, repealed by (DepEd Order No. 16, s. 2017) in which this action research was precisely in relation to the Research Agenda Category: Teaching and Learning. Stephen Krashen’s theory on second language acquisition (SLA) has been stated in simple language - in words the majority of teachers can understand, and uses examples from classroom practice as cited by Ibrahim Abukhattala (2012). Howard Gardner, PH. D. in his Theory of Multiple Intelligences emphasizes and supports that teaching is flexible and pays attention to the range of intelligences, that more students will gain a better understanding of what is being taught. The personal profile of student-respondents focused only to student’s name, grade and section, school and school address. Many studies, according to Danling Fu, Marylou M. Matoush (2014) stated that L2 adolescents, like many others, are familiar with internet, video games, and chat-rooms, through which they interact with friends across borders. They further stated that L2 adolescent learners’ lives are embedded in between worlds where complex relationships between language and literacies and transnational identities are formed, for they are constantly negotiating among a multitude of symbolic systems. Moreover, they stated that understanding of L2 learners as 21st century learners would lead teachers to use computer-mediated or other multimodal activities in our languaging-as-thinking classrooms to engage and empower L2 learners as they create bi/multilingual books, online chats, illustrated electronic dictionaries or word walls, blogs, videos, pen-pal-like electronic exchanges, classroom websites, podcasts, digital stories, and many other projects. They believed that there are numerous techniques that can be used in L2 learners that would not only enhance language learning but also enable L2 language learners in the development of supportive multiliteracies as they would apply creative and critical thinking. They also stated that the course of reading and writing multi-modal texts, L2 learners could connect with people all over the world and build their literate lives and identities as transnational citizens as they learn to make flexible use of 21st-century multiliteracies for their own social and academic purposes. According to Tony Bates, Anja Swennen, Ken Jones (2011) stated that teacher educators’ needs in professional development areas vary with respect to their field of study, their academic title and their years in teaching. In addition, depending on the changes and developments in Information and Communication Technologies (ICT), such as factors as changes in student profile/s, increase in student success due to the use of technology in the instructional process and changes in the expectations regarding the quality in scientific studies all constitute the basis of professional development in ICT. Moreover, according to them that the teacher educators need professional development in order to adapt themselves to new information technologies, to keep up with the changing working conditions and to increase their educational and research skills in educational and research activities. They believed that success in the integration process of ICT in higher education institutions depends on the determination of the teacher educators’ needs in ICT and on the execution of professional development activities in line with the pre-determined needs. This study also assessed respondents’ attitudes in the use of television, computers and internet in learning English. “The theory of Multiple Intelligences emphasizes and supports that teaching is flexible and pays attention to the range of intelligences, more students will gain a better understanding of what is being taught.”, as cited by Howard Gardner (2011). The researcher believed that Gardner’s Theory of Multiple Intelligences is best applied when using the ICT facilities and equipment and when utilizing the classroom-website innovation for English teaching. According to Mark Warschauer (1996) that stated Computer-Mediated Communication (CMC), like word processing, also involves the use of the computer as a tool, rather than as a deliverer of information materials. He also stated that many claim CMC is the most revolutionary development in computer-assisted language learning, since it is the only one which involves direct human-to-human communication rather than human-to-machine. Warschauer stated that among the earliest proponents of CMC for educational purposes were L1 composition teachers, who used computer conferencing among students in a class to enhance collaborative writing and the social production of knowledge. However, the same computer conferencing techniques were later adapted by second and foreign language teachers, either for the teaching of writing. However, according to Lori Holcomb et. al. (2007) that the Internet and other ICTs are redefining the nature of learning. They stated the presence of new technologies requires new literacies in order to effectively take advantage of their potentials. They further stated that these new technologies create space for interactive writing, and expand accessibility to video and gaming resources. They also stated that the boundaries are seemingly limitless, and that they believed that there are a wide variety of new tools being developed, redesigned and repurposed every day. They also believed for one technology, which has emerged as a dominant tool: the Internet. They stated that the rapid emergence of the Internet has resulted in its use as a powerful technology for information and communication. They considered the U.S. where, in just one year (August 2000 to September 2001), the use of the Internet at work among all employed adults, 25 years of age and older, increased by nearly 60% - from 26.1% of the workforce to 41.7%. They added that the transformation of the workplace is continuing to increase. In 2005, 93% or individuals who worked in U.S. companies with one hundred or more employees used the Internet at work. Lori Holcomb et. al (2007) stated that through its use, the Internet has allowed for greater access to information and resources. They believed that by having access to information, an individual has access to opportunity, thereby making the Internet an essential tool for teaching and learning. They also stated that educators have a responsibility to teach students how to unlock potential information that the Internet makes available by extending a wide range of online learning experiences. In addition, they affirmed that new skills and strategies are essential in the global market place. They believed that in recent estimate suggests that one billion individuals, or one-sixth of the world's population, are now online. They stated that the rate of this growth is staggering, and most of it has occurred during the past few years. Conditionally, they believed that if the current rate of access is sustained, half of the world's population will be online in another five years. They discussed that these profound changes at home and at work are gradually being mirrored in our classrooms as nations seek to prepare their students for the literacy and learning requirements of life in an age of information and communication. In addition, they quoted, “teachers who develop classroom websites demonstrate a commitment to preparing students for participation in a growing technologically-literate world”. They believed that the use of ICTs calls for fundamental change in the ways on how they would ideally teach. Moreover, Holcomb et. al. stated that in order to be competitive in the global market, students must be able to identify important problems, locate useful information related to the problem, critically evaluate the information, synthesize the information, and quickly communicate the solution to others. Furthermore, since, academic achievement is dependent on the ability to read, comprehend, and communicate at high levels and they further stated that since the Internet is increasingly used in school classrooms for information and communication, it is essential that research shall begin to study the connection between online literacy and learning in school classrooms. They believed that classroom websites can help teachers enhance these new literacy skills at school and parents to support and reinforce them at home In addition, they believed that websites provide teachers with venues to exchange ideas with other teachers, showcase curricular projects and student work, and involve parents with ways to extend learning at home. They further stated that developing classroom websites and using them for instructional purposes provide the essential practice of students, as it is required in order to develop the skills, strategies, and dispositions necessary for successful participation in the information age. Furthermore, according to Kuang-yun Ting. (2007) stated that his paper shows that the Barnaby Bear website, indeed, aroused learners’ interests and motivated them to read the whole story. Students wanted to know what happened to the characters, regardless of their lexical comprehension. Besides the language structure, students were helped by the visual and audio communicative aids. Students’ opinions indicated that the design of the website satisfied the criteria of being attractive for user, enabling them to experience authentic situations without physically being there. In addition to a combination of sound and vision in the website presentations, the story itself caught the learners’ attention. Ting added that visual and audio features helped the learners capture the meaning and context, showing that multimedia websites may help students’ comprehension. Their statements would support to this action research wherein the students may answer this question: “What do you think you have learned or now understand better from this website?” And the possible options were Content: Knowing more about learning competencies; Vocabulary: Knowing from feedbacks related to learning lots of words; Listening: Knowing a bit of conversation; Text: Knowing how to explore the linked contents of the topics and read them. Kuang-yun Ting. (2007) stated that ‘sound’ attracted students’ attention first. He did also expound that the main character in the story, a bear, could speak and the Barnaby Bear website is designed by British Broadcasting Corporation (BBC) and the characters speak with an ‘English accent’, which is not often heard by Taiwanese learners who are used to listening to American accents. Therefore, in this action research, the teacher web-developer linked videos that could be used by the teacher and his students in their listening activities. And the students were opted to answer the question: “Do you think that listening to this website was easy or difficult?” Then, they were provided four options to choose their possible perceptions through the following: Easy: It’s easy because I have learned most of the vocabulary; Medium: I do not understand some parts; Difficult: The speaking speed was too fast sometimes; Very difficult: I still do not understand the content. In order to know the perceptions of students in using websites in learning English, this action research included the question, “Which one element on this website most helped you to understand the content?” This question had four possible options for students to answer but not limited to the following: Pictures: The pictures convey ideas and feelings in a simple way; Text: I have understood the story by reading the text; Sound: The linked audio clips help me to understand how people speak English; and Mix: The pictures and text help me learn more vocabulary. All of these were precisely the needed elements to have a good classroom website, especially in learning the second language. The above mentioned elements were supported by the statements of Kuang-yun Ting. (2007) stated that the students’ learning is incurred when pictures and text provide supporting information. This issue was reflected on the principles of using pictures to facilitate understanding. The students in their study ‘acknowledged the helpful contextual support afforded by pictures’. Consequently, the researcher believed that this action research titled: “PERCEPTIONS OF STUDENTS IN USING WEBSITES IN LEARNING ENGLISH: PROPOSED TRAINING-WORKSHOP FOR CLASSROOM WEBSITES” is in relation to the areas: improving access to education, improving the quality of education, and improving governance as stipulated in (DepEd Order No. 43, s. 2015), as amended by (DepEd Order No 4, s. 2016) however, repealed by (DepEd Order No. 16, s. 2017) in which said action research is precisely in relation to the Research Agenda Category: Teaching and Learning. Therefore, this action research was approved by the Schools Division Superintendent (SDS) of DepEd Cebu Province Division, as the Chair of the Schools Division Research Committee (SDRC) and said research was conducted in the sample schools of Dalaguete districts 1 and 2 particularly to Grade 11 students in Reading and Writing in order to technically deliver the objectives of the teaching and learning process.
Pictures: The pictures convey ideas and feelings in a simple way.
Text: I have understood the story by reading the text.
Sound: The linked audio clips help me to understand how people speak English.
Mix: The pictures and text help me learn more vocabulary.
6. Based on the findings, what online Automated Instructional Materials for Students (AIMS) as output can be developed?
III. RESULTS AND DISCUSSIONS
Personal Profile of Respondents Table 1 shows the personal profile of respondents which was verified through getting the percentage. The volunteer-respondents were asked about their school; grade and section which are very basic backgrounds of respondents. Out of the total 96 volunteer-respondents of the sample schools, there were 78 or 81.25% respondents from Dalaguete National High School who shared their perceptions in using websites in learning English, however, there were 18 or 18.75% respondents from Casay National High School who also shared their perceptions in using websites in learning English.
School Facilities and Equipment Table 3 shows the availability of facilities and equipment used in the sample schools. Parameters were verified through getting the frequencies and arithmetic weighted mean using the three (3) point scale-ratings such as: Very Available (VA), Moderately Available (MA), and Less Available (LA). The Table generally shows that the school facilities and equipment were moderately available with the average weighted mean of 2.23. The top three (3) parameters are (1) “Computer Laboratory”, (2) “Computer tables and chairs”, and (3) “Ventilation and air-conditioning”. This finding is similar to the finding of Aduke, Adebayo Florence (2008) stated that ICT is relevant as evaluative tool and as an improvement of knowledge and skills. And likewise, Shen et. al. (2014) on their study would want to capture a broad picture of Chinese EFL teachers’ perception on English language teaching and learning with the integration of computers and supported by web-based English resources. The implication of this is that, teachers should know on how to use computers and develop a website and undertake mandatory trainings and retraining of ICT teacher-innovators and developers to provide them with practical and functional knowledge of computer, internet and associated areas of ICT for improved effectiveness and efficiency. However, the very least three (3) parameters are (1) “Science Laboratory”, (2) “Routers without Internet Connection”, and (3) “Scanners”. This finding revealed that respondents also needed these learning materials; they also needed the Science Laboratory for the venue of their experiments.
Elements of Classroom Website Navigational Menus Table 4 shows the elements of the prototype classroom-website navigational menus developed by Mr. George P. Lumayag from this link, https://sites.google.com/deped.gov.ph/reading-writing. Shared responses were verified through getting the frequencies and arithmetic weighted mean with variables adapted from Likert’s Five (5) point rating scale such as: Strongly Agree, Moderately Agree, Undecided, Moderately Disagree and Strongly Disagree. The Table generally shows that respondents claimed they did strongly agree that they learned more to the following elements in the classroom-website navigational menus with the average weighted mean of 4.21. The top six (6) parameters are (1) “Online Quizzes”, (2) Assessments”, (3) “Activities”, (4) “Researches”, (5) “Announcements & Calendars”, and (6) “Online Slides”. However, the very least three parameters are (1) DLPs-CIMs”, (2) “Linked Videos”, and (3) “Downloads”. The finding is similar to the findings of Shen, Huizhong et. al. (2014) stated that as good websites provide valuable information and insights for their users, there is an increasing amount of lifetime focusing on the criteria for evaluating overall website information. Objectivity, content, navigation, currency and authority as also cited by (Laura, 1999; Wilkinson, Bennett & Oliver, 1997. The implication of these results reminds educational planners that learning websites serves as teaching aids or self-directed learning opportunities.
Questions Investigating Students’ Perceptions of the Website Table 5.A refers to the questions investigating students’ perceptions of the website. This Table shows respondents’ answers to the question, “What do you think you have learned or now understand better from this website? Shared responses were verified through getting the frequencies and arithmetic weighted mean with variables adapted from Likert’s Five (5) point rating scale such as: Strongly Agree, Moderately Agree, Undecided, Moderately Disagree and Strongly Disagree. The Table generally shows that respondents claimed they did strongly agree that they had learned or understood better from the website with the average weighted mean of 4.35. The top three (3) parameters are (1) “Content: Knowing more about learning.”, (2) “Vocabulary: Knowing from feedbacks related to learning lots of words.”, and (3) “Text: Knowing how to explore the linked contents of the topics and read them.”.The finding is similar to the finding of Kuang-yun Ting. (2007) stated that visual and audio features helped the learners capture the meaning and context, showing that multimedia websites may help students’ comprehension. And he also stated that the students’ learning is incurred when pictures and text provide supporting information. The implication of this finding is that all of the above stated visuals, audios, pictures and texts could be coded or developed by a teacher web developer using the navigational menus of the classroom website innovation. Since, DepEd established the K to 12 Content Standard/s, the teacher could make a design of the webpage intended for content/s. He could also use the hypertext element to link the website intended for the vocabulary and other sites intended for published articles.
Table 5.B shows respondents’ answers to the question, “What do you think that listening to this website was easy or difficult?” Shared responses were verified through getting the frequencies and percentage. The Table shows 46 or 47.92% respondents answered “Easy: It’s easy because I have learned of the vocabulary”; 39 or 40.63% respondents answered “Medium: I do not understand some parts”; 7 or 7.29% respondents answered “Difficult: The speaking speed was too fast sometimes”; and only 4 or 4.17% respondents answered “Very difficult: I still do not understand the content”. This finding is not similar to the findings of Kuang-yun Ting. (2007) stated that ‘sound’ attracted students’ attention first. He also expounds that the main character in the story, a bear, could speak and the Barnaby Bear website is designed by British Broadcasting Corporation (BBC) and the characters speak with an ‘English accent’, which is not often heard by Taiwanese learners who are used to listening to American accents. The implication of this finding is that students might differ to their individual preferences as long as they would be eager to browse the classroom website.
Table 5.C reveals respondents’ answers to the question, “Which one element on this website most helped you to understand the content?” Shared responses were verified through getting the frequencies and percentage. The Table below shows that 42 or 43.75% respondents answered, “Mix: The pictures and text help me learn more vocabulary”; 31 or 32.29% respondents answered, “Text: I have understood the story by reading the text.”; 13 or 13.54% respondents answered, “Pictures: The pictures convey ideas and feelings in a simple way.”; and 10 or 10.42% respondents answered, “Sound: The linked audio clips help me to understand how people speak English.” The finding is similar to the finding of Kuang-yun Ting. (2007) stated that the students’ learning is incurred when pictures and text provide supporting information. And this language learning materials, activities, tasks and texts provided by the website should be constantly updated as discussed by Shen, Huizhong et. al. (2014). The implication of these results would remind educational planners that teachers could really make a design of their classroom-website innovation/s for teaching and learning using the necessary elements as stipulated in the findings and discussions.
IV. CONCLUSIONS
In the sample schools of Dalaguete districts 1 and 2, there were 78 or 81.25% willing student-respondents from Dalaguete National High School who shared their responses and there were 18 or 18.75% willing student-respondents from Casay National High School who also shared their responses during the conduct of the study. Respondents claimed that they did strongly agree to the positive statements of “Respondents’ Attitudes in Using the Computer Television and Internet” with an average weighted mean of 4.35. However, they claimed that they did moderately disagree to the negative statements with the average weighted mean of 1.90. Statistically, respondents claimed that their school facilities and equipment were moderately available with an average mean of 2.23. Using the prototype classroom-website innovation with this link: https://sites.google.com/deped.gov.ph/reading-writing, respondents claimed that they did strongly agree to the sample elements of the classroom-website navigational menus with an average weighted mean of 4.21. The top six (6) navigational menus are Online Quizzes, Assessments, Activities, Researches, Announcements & Calendars, and Online Slides. However, the very least three parameters are DLPs-CIMs, Linked Videos, and Downloads. It is concluded that students would be precisely motivated to browse the interactive navigational elements of the prototype classroom website innovation and they would strongly agree to the above stated sample elements of the classroom website. Then, respondents did strongly agree to the parameters that would answer the question, “What do you think you have learned or now understand better from this website?” with an average weighted mean of 4.35. Moreover, respondents did prefer the option ‘Easy: It’s easy because I have learned most of the vocabulary with the highest percentage of 47.92. And respondents did prefer the element, ‘Mix: The pictures and text help me learn more vocabulary’ with the highest percentage of 43.75 to answer the question, “Which one element on this website most helped you to understand the content?” It is also concluded that second language learners would strongly agree - that they would understand better about the contents when they would have browsed the texts with pictures or words and its meanings using the hypertext and hyperlink (picture with link) elements.
V. RECOMMENDATIONS
Based on the findings of this action research, it is recommended for that DepEd selected secondary schools of Dalaguete districts 1 and 2 teachers shall undergo the 3-day training workshop in developing their individual classroom website intended for Senior High School Reading and Writing for the purpose of utilizing ICT in the classroom, sharing downloadable learning materials for students, and sharing links of Automated Instructional Materials for Students (AIMS) and shall enhance the skills of teachers in utilizing the online dashboard of any webhosting site to be used in the creation of a classroom-website innovation for teaching and learning. It is further recommended that DepEd Division of Cebu Province may approve the teachers’ training-workshops in the development of the Classroom Website for Reading and Writing. VI. LITERATURE CITED
DepEd Order No. 35, s. 2016, The Learning Action Cell as a K to 12 Basic Education Program School-Based Continuing Professional Development Strategy for the Improvement of Teaching and Learning
Corpuz, Brenda B, and Lucido, Paz I. (2008) Educational Technology. Lorimar Publication. Quezon City
Abukhattala, Ibrahim (2012). Krashen’s Five Proposals on Language Learning: Are They Valid in Libyan EFL Classes. Canadian Center of Science and Education. Vol. 6, No. 1; 2013. ISSN 1916-4742 E-ISSN 1916-4750. pp. 1-4. Retrieved from https://eric.ed.gov/ on December 8, 2017 @ https://files.eric.ed.gov/fulltext/EJ1076806.pdf