The Effects of Technology - Integrated Course to Enhance Writing Achievement of Grade 6 Students in Primary School at Guangdong

Abstract

This study delves into the integration of technology in sixth-grade primary school English writing education. It aims to understand the complex relationship between technology-integrated teaching, students' writing achievements, and their perspectives on such teaching. The research objectives are 1) to investigate how technology-integrated teaching methods affect students' writing achievement and 2) to explore the aspects of the technology-integrated teaching method that lead students to form specific perspectives, and these perspectives, in turn, affect the further integration of technology in teaching. The study involves two classes of 12-year-old students with low academic achievement. One class serves as the experimental group, receiving technology-integrated teaching, while the other serves as the control group, receiving traditional instruction. Paired samples t-tests were utilized for data analysis over one semester. While the study uses a relatively small sample of 50 students per group, it provides valuable insights into the effects of technology-integrated teaching methods on writing achievement for low-achieving students. Future research with a larger and more diverse sample could help validate and extend these findings. However, the experimental design and focused nature of this study ensure that the results are still meaningful in understanding the impact of technology on student learning outcomes. The study found that 1) the overall of the result was the technology-integrated teaching method significant .05 and positively affects students' writing achievement compared to traditional methods, as evidenced by the experimental group's more substantial and stable score improvement,2) Students also formed diverse perspectives on technology-integrated teaching based on their academic levels, the overall of the result of students’perspective was Mean=3.39,Standard Deviation = 1.15, the teachers’ perspective was Mean= 3.59, Standard Deviation= 1.16. It claimed that the positive perspectives could drive further technology integration, but challenges such as course difficulty were also identified. To address these, it is recommended that teachers strengthen technological tool training, provide better guidance on internet resource use, and optimize course difficulty according to student feedback.