A Post Evaluation of the Dynamic Education (DynEd) Program of the University of
Mindanao
Rationale
For the past decades, there was a boom of interest in using computers for
foreign language teaching and learning. The use of computers in the language classroom
was of concern only to a small number of specialists in western countries a decade ago.
However, with the advent of multimedia computing and the internet, the role of computers
in language instruction has now become an important issue confronting large numbers of
language teachers throughout the world.
Witt and Young (2000), Marimuthu and Soo (2005) and Springer (2012) argued
that one of the most essential tools in teaching English is the computer based language
learning in which students will become more creative when they find practicing areas
referring to creativity themselves in learning foreign language. Such idea is simply a
product of experimental study conducted to the learner who is exposed to computer
software. They noted that the learning gained in the classroom reach to the practicing areas
with the help of computer based application for students. They suggest at the same time on
matters concerning the continuous evaluation on the computer software to continually
monitor its effectiveness to student’s learning.
In the Philippine setting, the research entitled Perception and Attitudes on the
Dynamic English Program Among the First Year AHSE Students of the Emilio Aguinaldo
College Manila: An Exploratory Research conducted by Lares et al. (2008) revealed that
the CALL like DynEd program helped students to improve their English proficiency. After
an exploratory evaluation through Focus-Group Discussion (FGD), they affirmed that
DynEd gave a new way of learning process which was totally different from the
conventional ones as teachers and learners no longer have to rely on printed materials for
their language drills as well as their examinations, since these materials are directly
provided by the software. The study evaluated the effectiveness of the program after it was
part of the student curriculum.
Locally, the administration of the University of Mindanao provided the students
with computers to be used in their computer-assisted language instruction (Dynamic
Education - DynEd) software as an enhancement program for students enrolled in English
101, English 102 and English 201 subjects intended for college students. According to Mrs.
Imelda Daisy D. Fernandez, Former Language Chair in the College of Arts and Sciences,
the University of Mindanao Administration has been supportive in all the projects launched
by the Language Department to arrest the problem on students’ proficiency in the use of
English. This was a response of the university to the Institutional Research entitled
Multimedia and Proficiency in English conducted by Alderite (2003) who exposed that
students are observed to have no firm hold of their writing and speaking skills in English.
The said study was conducted in order to determine the level of English proficiency
through the use of multimedia and the students’ problem in English. On the other study
entitled Computer assisted language learning: its effects on the English proficiency of
college students conducted by Nebria (2009), the positive impact of DynEd to the college
students was revealed.
To determine the effectiveness of the DynEd program in enhancing the language
proficiency of students in their minor English subjects, this prompted the researcher to
conduct a post evaluation on the Dynamic Education (DynEd) software where teachers and
students served as participants of the study in order to evaluate the nature, use and the
extent supports of the program. This post evaluation will evaluate the necessity,
practicability and relevance of the software to college students and the language teachers
in the University of Mindanao.
Statement of the Problem
This study aims to conduct a post evaluation on the Computer-Assisted Language
Learning software called Dynamic Education (DYNED) after it was used by teachers and
students for language instruction. Specifically, it answered the following questions:
1. What is the extent level of effectiveness of Dynamic Education (DynEd)
Software when used by teachers and students?
2. What are the experiences of the teachers and students in the use of the software
for language teaching?
3. What are the problems encountered by the teachers and students in the use of
DynEd?
Methods
Research Design: Quantitative and Qualitative Research
Research Participants: Language teachers and Students with DynEd experienced
Research Locale: University of Mindanao Davao City
Research Instruments:
Adopted survey questionnaire
FGD (Focus group discussion)
Research Statistical Tool and Analysis:
SPSS (Quantitative Analysis) and Atlas.ti (Qualitative Analysis)
References:
Alderite, E. (2003). Multimedia and Proficiency in English. Unpublished.
Institutional Research. University of Mindanao
Lares et. al. (2008). Perception and Attitudes on the Dynamic English Program Among the
First Year AHSE Students of the Emilio Aguinaldo College Manila: An
Exploratory Research, Emilio Aguinaldo College Research Bulletin, Vol.5(1) p.36-
44.
Marimuthu, R., Soon, G.Y. (2005). The DynEd Language Learning Software: To What
Extent Does It Subscribe to the ARCS Instructional Model?. Malaysian Online
Journal of Instructional Technology (MOJIT). vol. 2, no. 3, pp. 9-16
Nebria, E. (2009). Computer assisted language learning: its effects on the English
proficiency of college student. Master thesis. University of Immaculate
Concepcion.
Springer, S. E.(2012). Review of the teaching and researching Computer Assisted
Language Learning. Language Learning & Technology. vol. 16, no.1, pp.39-42
Witt, S. M., & Young, S. J. (2000). Phone-level pronunciation scoring and assessment for
interactive language learning . Speech communication.
