The Effects of Scratch Programming on English Phonics Learning for Grade 4 Rural Elementary School Students

Abstract

This experimental study investigated the effectiveness of Scratch programming as a tool to improve phonics learning among low-proficiency fourth-grade students in a rural elementary school in Taiwan. The study included a pre-test and a post-test to measure the impact of Scratch programming on students' phonics learning, along with a questionnaire to evaluate students' attitudes towards using Scratch programming as an assistant for phonics learning. Six students participated in the four-week intervention, which included a phonics practice program and a phonics quiz designed using Scratch programming. The results showed that students who participated in the intervention made significant improvements in their English phonics skills, as indicated by the post-test scores compared to the pre-test scores. Additionally, the students reported a more positive attitude toward phonics learning after the intervention. These findings suggest that Scratch programming can be an effective tool for enhancing phonics skills among low-proficiency elementary school students. By incorporating Scratch programming into phonics instruction, educators can engage students in interactive and engaging learning experiences, leading to improved phonics skills. Moreover, the positive attitudes reported by the students highlight the potential of Scratch programming to foster enthusiasm and motivation for phonics learning. This study contributes to the existing body of research on the efficacy of Scratch programming in phonics learning. It holds implications for improving the quality of English language education and promoting digital literacy in rural contexts.

Keywords

English language teaching, phonics learning, Low-proficiency students, Scratch programming.