Research Proposal on English Skills Improvement through the

Use of iPad Technology

Research Proposal on English Skills Improvement through the Use of iPad Technology

Introduction

The application of technologies in schools at all levels has proven to yield positive results.
There is a variety of technologies that are used in schools today and among them is the use of iPads
in learning. In Saudi Arabia, a number of primary schools have adopted the use of iPads and this, as
studies have shown, has contributed to improved skills in English. Below is a proposal on the impact
of using iPads in the primary schools in Saudi Arabia, taking The 16th Girls Primary School in Zulfi as
the case study.

Thesis Statement

The use of normal computers and laptops have fairly well been established in schools and a
considerable body of practical evidences support and confirm the impact and value on learning as at
2014. However, the integration of iPad devices in the schooling system is still at the start level. There
are few established researches documenting the impact of these tools on teaching, learning and
improvement on English skills. iPad application’s language has helped students in the 16th Primary
School in Zulfi to improve the students’ English speaking, writing and listening. This proposal sets out
to investigate, explore and demonstrate the innovative and beneficial practice of IPad applications on
learning and improvement of English language skills among students (Cavanaugh, 2007).

Literature Review

Over the past few decades, technology has turned out to be a prerequisite in countless
schools at all levels. Its influence has seeped into all facades of life, with the inclusion of English
language education. In contemporary age of teaching English language, media tools such as
animation, DVDs, video conferencing, internet and iPads have lessened distance making the globe a
small village, thus contributing to trouble-free learning of the subject. According to Brey (2006) “the
current generation has an entitlement to get equipped for substantial integration of technology in the
learning process.” This statement is supported by the outcomes of a research done on 1,050 pupils of
North Essex School in London, aged between 11 to 16 years, which found out that the use of
technologies in learning, such as the ipad, was warmly received and improvement on the
performance of the pupils’ learning and thinking, was immediately registered (Todorovic et al., 2011).
The pupils are able to tackle their personal challenges in learning in ways that fit them best, with the
use of technology.

According to research done by Jackson et al., (2006), it was proved that the pupils, who utilize
the technology most, attain higher grades and better results. According to Todorovic et al (2011),
English educators are obliged to come up with effective practices that are applicable in teaching the
subject with the use of technology (Cavanaugh, 2007). The students perform different tasks through
the use of technology and thus, their cognitive learning ability is enhanced (Brey, 2006). Owing to this
statement, the focus should be on learning through the technology as opposed to learning about it. It
is further proposed that, the constant use of hypermedia makes the use of multimedia painless in
enhancing language learning and teaching (Jackson et al., 2006). A similar research on the effect of
the use of technology in language learning asserted by Cavanaugh (2007) is that “the equipments
enhance the retention power of the student as well as the argumentative ability.”

The most helpful broader term used in technology is CMC (Computer Mediated
Communication), which permits the verbal communication learner to communicate with other learners
through chats, discussion forums, conferencing, e-mails, and text messaging (Jackson et al., 2006).
All these activities enhance the learner’s skills in English language. It is, thus, critical that the program
be implemented in all primary schools in Saudi Arabia. On the other hand, effective integration of this
technology necessitates teachers to obtain familiarity on their use in teaching the substance,
pedagogy and the connection of the entirety (Kubey, 2001). According to Ajab Al-Furaydi (2013), the
use of these devices will facilitate the delivery of lessons to the learner in limited time and cost. This
helps in managing, improving and sustaining the learning and teaching practice, thus assists in
assessing and calculating the outcomes of the pupil. As Ahmad (2012) asserts, the use of these
devices boost communication, enhances ability to acquire information, give better access to diverse
resources of learning, and inspire students to increase challenge solving aptitudes and give support
to deeper understanding (Ahmad, 2012). It is true that the technology has changed the language
learning process and literacy acquisition and so is the dynamics of the settings of language teaching
(Young and Kajder 2003). In latest years, teachers have been searching for techniques in which
electronic learning can be engaged to make language learning extra efficient and inspiring for the
students (Kubey, 2001). As the research has shown, the use of technology in language teaching and
learning empowers the abilities of the students in becoming improved crisis solvers, speakers and
communicators (Ajab Al-Furaydi, 2013).

The use of these devices in learning also enhances communicative and linguistic expertise by
giving autonomy to the learner during the learning process (Young and Kajder 2003). This is so
because the learner is given a chance to enhance the skills without duress or fear. Also, as Ahmad
(2012) states, learning through the use of technology promote the sharing of personal experiences
among students thus, they are able to learn from each other’s experience. This enhances their
perceptions on the learning of the subject at hand which leads to improved performance (Ahmad,
2012).

Owing to the discussion above, it is, therefore, likely that the use of iPads in the 16th Girls
Primary School in Zulfi, Saudi Arabia will have a positive impact on the performance of the pupils in
English language skills improvement. The impacts on the English language skills are all likely to turn
out positive (Todorovic et al.2011).Significance of Research

The research will scrutinize the relationship between the applications of iPads on learning and
the effects it has on English language skills. It draws attention on how the technology can be utilized
to improve English language skills in primary schools (Young & Kajder, 2003).Statement of the
Problem
 In Saudi Arabia, most of the primary schools use the customary means of teaching, but
currently with all the technological advancements, some primary schools have applied technologies in
their education system, such as the use of iPads in learning. The application of this technology has its
corresponding impacts on English language skills. It is on the basis of the impacts of the use of iPads
on the English language skills that this investigation will be performed (Kubey, 2001).

Research Questions

Based on the structure and statement of the problem, the research questions are created. A
thorough investigation will be performed on the following questions in this study (Young & Kajder,
2003).

RQ1: What is the teacher’s believe on the possible improvement of English language skills through
the use of iPads?

RQ2: How does the use of iPads in language learning impact on the English skills?

RQ3: What factors contribute to dispositions of advocating the use of iPads in language learning in
primary schools?

Tools

The research will involve interviewing teachers of girls students aged between 6 and 12 years.
In addition, the researcher will observe the students in their class for a period of one month. Through
the use of interviews, the researcher will be able to answer the first and the third questions of the
research after a comprehensive collection of views from the teachers interviewed. By observing the
pupils for one month, the researcher will be able to answer the second question of the research after
collecting qualitative data on their reactions on the use of iPads. Similarly, the researcher will be able
to go through the past performance records before the application of the iPads and compare them to
the recent ones to determine the impact of the technology on English performance (Kubey, 2001).

Ethical Considerations

Some of the considerations which are ethical that the researcher will adhere to are; voluntary
participation, non-maleficence, autonomy and confidentiality. The participants of this study will not be
coerced to participate neither will they be given bribes to participate. On the other hand, the research
will ensure that no harm is experienced by the participants either physically, spiritually or
psychologically. They will be left the way they were met before their participation or even better than
they were. Similarly, the researcher will uphold confidentiality requirements of the research. Whatever
the information given by the respondent will not be shared with another respondent. On the same
note, all the names of participants will not be disclosed. Instead, pseudo names will be used in place
of their real names (Brey, 2006).Limitation of the Study
 The researcher will limit the study to 16th Girls Primary School in Zulfi, Saudi Arabia. This is
attributed to the resources available to conduct the research, such as time. The time for the study will
be limited to one month. The sample size will include ten teachers for the interview, most of whom are
English teachers, and several classes of pupils who the researcher will observe for one month (Brey,
2006).

The sample size of the research may not reflect the whole sample of primary teachers and pupils in
schools where the technology is applied, in Saudi Arabia. Each interview will be translated in English
by the investigator. The investigator is not eligible as a translator; nevertheless, the scholar will work
long hours with the university’s writing center to build up and set down the interrogation as best as
possible (Ajab Al-Furaydi, 2013).

Expected Results

Based on the discussion in the literature review, it is likely that the use of iPads in the 16th
Girls Primary School in Zulfi, Saudi Arabia will lead to improvement on pupils’ English language skills.
The impacts of iPads on the English language skills are all likely to turn out positive (Cavanaugh,
2007).

References

Ahmad, J. (2012). English Language Teaching (ELT) and Integration of Media Technology. Procedia -
Social And Behavioral Sciences, 47, 924-929. doi:10.1016/j.sbspro.2012.06.758

Ajab Al-Furaydi, A. (2013). Measuring E-Learning Readiness among EFL Teachers in Intermediate
Public Schools in Saudi Arabia. English Language Teaching, 6(7). doi:10.5539/elt.v6n7p110

Brey, P. (2006). Social and ethical dimensions of computer-mediated education. Journal Of

Information, Communication And Ethics In Society, 4(2), 91-101. doi:10.1108/14779960680000284

Cavanaugh, M. (2007). English Teachers: We Need to Hop on the Technology Train. Language Arts
Journal Of Michigan, 23(1). doi:10.9707/2168-149x.1142

Jackson, L., von Eye, A., Biocca, F., Barbatsis, G., Zhao, Y., & Fitzgerald, H. (2006). Does home
internet use influence the academic performance of low-income children?. Developmental
Psychology, 42(3), 429-435. doi:10.1037/0012-1649.42.3.429

Kubey, R. (2001). Internet use and collegiate academic performance decrements: early findings.
Journal Of Communication, 51(2), 366-382. doi:10.1093/joc/51.2.366

Todorovic, J., Stojiljkovic, S., Ristanic, S., & Djigic, G. (2011). Attitudes towards Inclusive Education
and Dimensions of Teacher's Personality. Procedia - Social And Behavioral Sciences, 29, 426-432.
doi:10.1016/j.sbspro.2011.11.259

Young, C., & Kajder, S. (2003). Research on Technology in English Education.

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