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Chapter Five Results and Discussion

5.1 Results and Discussion of the Tests of EC and CC

5.1.1 Results and Discussion of the Pre-test of EC and CC

The pre-test was administered at the same time in EC and CC to get the reading levels of the students in both classes. The Independent Sample Test was used to compare the pretest results of EC and CC. Table 5-1 and 5-2 below show the comparative analysis of the pretest results of EC and CC.

Table 5-1 shows the descriptive statistics of the pre-test in EC and CC. As can be seen from the table, the average score of EC is 27.10, and CC is 27.26, which means that the scores for EC and CC are alike. Furthermore, the standard deviation of EC is 4.717 and that of CC is 4.439. The standard deviation of EC is only 0.278 higher than that of CC, which indicated that the distribution of students’ reading achievement is essentially equivalent. 

Chapter Six Conclusion

6.1 Major Findings

This thesis discusses the application of the TPACK framework to English reading teaching in high school, and the following findings were made.

Firstly, the application of the TPACK framework to high school English reading teaching can let students be more interested in reading, enhance students’ incentive and initiative, and make students pay more attention to English reading learning. When TPACK framework is chosen as the theoretical support and cloud class software as the teaching platform, the traditional simple and boring teaching form that only takes books as the carrier is broken. Therefore, the teaching design guided by TPACK framework has injected new vitality into English reading teaching. 

Secondly, the researcher used appropriate information technology to optimize the standard of teaching and learning, and unified educational technology and English reading teaching efficiently to further students’ knowledge and improve their academic performance.

Thirdly, the method also contributed to the teachers’ own development. Practical research indicates that using the TPACK framework to promote high school English teaching can virtually refine the shortcomings of the traditional teaching model. Particularly, there are different levels of optimistic changes in classroom air, student engagement, teacher-student interaction, and group work. For example, students often express themselves freely in active group discussions based on topics or situations provided by the teacher on the information platform. During the discussions, teachers and students listen to each other’s views and supply timely feedback to their classmates; at the same time, students receive inspiration and guidance from their teachers, which makes them interested in learning. At the end of the discussion, the students were willing to answer the teacher’s questions.

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