Pornpan Theerajarukit
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Poster Presentation Enhancing English Reading Comprehension through Augmented Reality: A Study with Grade 2 Primary Students more
This research-based presentation examines how Augmented Reality (AR) technology enhances English reading comprehension among second-grade primary students in Thailand. Traditional reading instruction often lacks interactive elements, leaving young learners struggling to connect vocabulary with real-world contexts and maintain engagement. This study addresses these challenges by implementing AR-enhanced reading activities. Grounded in Constructivism Theory and the Simple View of Reading framework, this quasi-experimental study employs a one-group pretest-posttest design with 55 Grade 2 students at La-orutis Demonstration School, Lampang. The intervention integrates AR technology that overlays virtual objects, animated scenes, and interactive elements onto physical reading materials across four narrative passages. The eight-week program includes AR station rotations, interactive scene exploration, reading puzzles, and AR-based assessments. Reading comprehension is measured across four dimensions: vocabulary recognition, main idea identification, contextual understanding, and content interpretation. Preliminary findings suggest significant improvements in post-test scores, enhanced student motivation, and deeper comprehension through visual-textual connections. This presentation demonstrates practical CALL implementation for young learners, offering evidence-based strategies for integrating immersive technology into language education. Attendees will gain insights into AR tool selection, activity design, and assessment methods applicable to primary-level English instruction in technology-enhanced learning environments.
Poster Presentation Developing R-controlled Vowels Pronunciation Skills Through Interactive Animation in Grade 3 Phonics Instruction more
Can interactive narrative stories effectively improve young learners' pronunciation of challenging English vowel patterns? This study investigates R-controlled vowels pronunciation development among 72 Grade 3 students at Laor-utis Demonstration School, Lampang through teacher-created interactive animation stories. The research employs a pre-experimental one-group pretest-posttest design during the second semester of 2025. Over eight weeks, students engage with four animated story episodes where they complete missions requiring reading aloud specific R-controlled vowel words. The teacher facilitates learning by encouraging participation, building confidence, and providing immediate corrective feedback within the story context. This approach addresses a critical literacy gap: R-controlled vowels represent complex phonetic patterns that confuse young learners. Unlike traditional drill-based practice, narrative-driven animations create meaningful contexts where students read aloud to advance stories, transforming pronunciation from isolated skill practice into purposeful communication. The teacher's facilitation role—motivating students, reducing speaking anxiety, and providing real-time correction—proves essential. The study measures pronunciation accuracy and classroom participation through pre-post testing and behavioral observation, demonstrating whether this teacher-mediated, story-based approach significantly improves pronunciation skills while fostering engagement and confidence in oral reading.