Research Proposal on English Skills Improvement through the Use

of iPad Technology
 
Impacts of the use of iPads on the English language skills that this investigation will be
performed (Kubey, 2001).
Research Questions
Based on the structure and statement of the problem, the research questions are created. A
thorough investigation will be performed on the following questions in this study (Young &
Kajder, 2003). RQ1: What is the teacher
’s
believe on the possible improvement of English language skills through the use of iPads? RQ2:
How does the use of iPads in language learning impact on the English skills? RQ3: What factors
contribute to dispositions of advocating the use of iPads in language learning in primary schools?
Tools
 The research will involve interviewing teachers of girls students aged between 6 and 12 years.
In addition, the researcher will observe the students in their class for a period of one month.
Through the use of interviews, the researcher will be able to answer the first and the third
questions of the research after a comprehensive collection of views from the teachers
interviewed. By observing the pupils for one month, the researcher will be able to answer the
second question of the research after collecting qualitative data on their reactions on the use of
iPads. Similarly, the researcher will be able to go through the past performance records before
the application of the iPads and compare them to the recent ones to determine the impact of the
technology on English performance (Kubey, 2001).
Ethical Considerations
Some of the considerations which are ethical that the researcher will adhere to are; voluntary
participation, non-maleficence, autonomy and confidentiality. The participants of this study will
not be coerced to participate neither will they be given bribes to participate. On the other hand,
the research will ensure that no harm is experienced by the participants either physically,
spiritually or psychologically. They will be left the way they were met before their participation
or even better than they were. Similarly, the researcher will uphold confidentiality requirements
of the research. Whatever the information given by the respondent will not be
 
 5
shared with another respondent. On the same note, all the names of participants will not be
disclosed. Instead, pseudo names will be used in place of their real names (Brey, 2006).
Limitation of the Study The researcher will limit the study to 16th Girls Primary School in Zulfi,
Saudi Arabia. This is attributed to the resources available to conduct the research, such as time.
The time for the study will be limited to one month. The sample size will include ten teachers for
the interview, most of whom are English teachers, and several classes of pupils who the
researcher will observe for one month (Brey, 2006). The sample size of the research may not
reflect the whole sample of primary teachers and pupils in schools where the technology is
applied, in Saudi Arabia. Each interview will be translated in English by the investigator. The
investigator is not eligible as a translator;
nevertheless, the scholar will work long hours with the university’s writing center to build up
and set down the interrogation as best as possible (Ajab Al-Furaydi, 2013).
Expected Results
Based on the discussion in the literature review, it is likely that the use of iPads in the 16th Girls
Primary School in Zulfi, Saudi Arabia will lead to improvement on pupils
’ English
language skills. The impacts of iPads on the English language skills are all likely to turn out
positive (Cavanaugh, 2007).
 
References
Ahmad, J. (2012). English Language Teaching (ELT) and Integration of Media Technology.
Procedia - Social And Behavioral Sciences, 47, 924-929. doi:10.1016/j.sbspro.2012.06.758 Ajab
Al-Furaydi, A. (2013). Measuring E-Learning Readiness among EFL Teachers in Intermediate
Public Schools in Saudi Arabia. English Language Teaching, 6(7). doi:10.5539/elt.v6n7p110
Brey, P. (2006). Social and ethical dimensions of computer-mediated education. Journal Of
Information, Communication And Ethics In Society, 4(2), 91-101.
doi:10.1108/14779960680000284 Cavanaugh, M. (2007). English Teachers: We Need to Hop on
the Technology Train. Language Arts Journal Of Michigan, 23(1). doi:10.9707/2168-149x.1142
Jackson, L., von Eye, A., Biocca, F., Barbatsis, G., Zhao, Y., & Fitzgerald, H. (2006). Does
home internet use influence the academic performance of low-income children?. Developmental
Psychology, 42(3), 429-435. doi:10.1037/0012-1649.42.3.429 Kubey, R. (2001). Internet use and
collegiate academic performance decrements: early findings. Journal Of Communication, 51(2),
366-382. doi:10.1093/joc/51.2.366 Todorovic, J., Stojiljkovic, S., Ristanic, S., & Djigic, G.
(2011). Attitudes towards Inclusive Education and Dimensions of Teacher's Personality.
Procedia - Social And Behavioral Sciences, 29, 426-432. doi:10.1016/j.sbspro.2011.11.259
Young, C., & Kajder, S. (2003). Research on Technology in English Education.