Effectiveness of the Comprehensible

Instructional Package Based on the Principles

of Krashen’s Input hypothesis in enhancing
Second Language Acquisition and in Building
up Self Esteem among Secondary School
Students of Kerala
Major Objective
To develop a comprehensible instructional
package following the principles of
Stephen Krashen’s Input hypothesis
Objectives (Experimental )
1. To compare the mean pre-test scores of
second language acquisition of the
students of the control group and
Experimental group.
2. To compare the mean pre-test scores of
self-esteem(dimension wise) of the
students of the control group and
Experimental group.
3. To compare the mean post-test scores of
second language acquisition of the
students of the control group and
Experimental group.

4. To compare the mean post-test scores of

self-esteem of the students of the control
group and Experimental group.
5. To compare the mean pre-test scores and
post-test scores of second language
acquisition of the students of the control
group.

6. To compare the mean pre-test scores and

post-test scores of self-esteem of the
students of the control group.
7. To compare the mean pre-test scores and
post-test scores of second language
acquisition of the students of the
Experimental group.
8. To compare the mean pre-test scores and
post-test scores of self-esteem of the
students of the Experimental group.
9. To compare the mean gain scores of
second language acquisition of students of
the control group and Experimental group.
10. To compare the mean gain scores of
Self-Esteem of students of the control
group and Experimental group.
11. To find out whether there is any
significant relationship between language
acquisition and self-esteem of students of
the control group and the Experimental
group.
12. To compare the mean adjusted marginal
post-test scores of second language
acquisition between control and
experimental group by taking pretest scores
of second language acquisition as a
covariate.
13. To compare the mean adjusted marginal
post-test scores of self-esteem between the
control and experimental group by taking
pretest scores of self-esteem as a covariate.
 OBJECTIVES(SURVEY PART)

1. To find the level in the scores of second

language acquisition among secondary
school students.
2. To find the level in the scores of self-
esteem among secondary school students.
3. To compare the mean scores of second
language acquisition based on ;
 Gender
 Locale
 The medium of instruction ( English,
Malayalam)
 Type of School (Aided, Govt, Unaided)
 Type of syllabus (SCERT Kerala, CBSE)
4. To compare the mean scores of self-
esteem (dimension wise) based on ;
 Gender
 Locale
 Medium of instruction
 Type of school
 Type of syllabus
5. To find the relationship between the scores
of language acquisition and self-esteem
among secondary school students for the
whole sample and subsample based on ;
 Gender
 Locale
 Medium of instruction
 Type of school
 Type of syllabus
6. To find the difference in the relationship
between the scores of language acquisition
and self-esteem among secondary school
students for the subsample based on ;
 Gender
 Locale
 Medium of instruction
 Type of school
 Type of syllabus
RESEARCH QUESTIONS
BEFORE IMPLEMENTATION

1. Are students interested in learning English? if

not, why? if yes, How?
2. What are the chances available in a second
language classroom; for second language learning
or language acquisition?
3. Are the students provided with a
comprehensible input in their second language
classrooms?
4. What type of environment is provided in the
classroom for the students to learn the foreign
language?
5. How can a teacher maximize the student’s
response in a second language classroom?
6. What strategies have been taken to reduce
stress in second language classrooms?
7. Do the students have more willingness to
attend class when being taught through
games, films, and music?
8. How can a teacher develop self-esteem in
students during second language teaching?
AFTER IMPLEMENTATION

1. Whether Comprehensive Instructional Package

can be used for effective Second language
acquisition?
2. How are the students able to perform better by
learning through the comprehensible
instructional package than through conventional
practices?
3. How do the students feel in giving responses
during second language acquisition through the
comprehensible instructional package?
5. Were the students able to gather the
content meaningfully through the
comprehensible instructional package?
6. Was it successful in providing an
acquisition rich environment for
practising the target language?
7. Did the comprehensible instructional
package enable the students to develop
their self-esteem?
Methodology

METHOD
 A triangulation method combining
qualitative and quantitative methods is
planned for the study.
SAMPLE
 Secondary School Students Of Kerala
Quantitative
 An experimental study to test
the effectiveness of the
comprehensive instructional
package and also to find out
the role of it in enhancing self-
esteem.
 To analyze the data taken
from students achievement
test after the implementation
of Comprehensible
Instructional Package
Mixed Design
Qualitative
 A survey proceeds the study
by collecting data from
secondary school students to
identify and establish the
relationship between second
language acquisition and self-
esteem.
 To analyze the data taken
from the observations,
interviews and focused group
discussions to selected
students and Teachers.
 SECOND LANGUAGE
ACQUISITION

Krashen’s Hypothesis

SURVEY METHOD EXPERIMENTAL STUDY

Tools & Techniques

 Comprehensive Instructional Package

 Achievement test to check second
language acquisition
 Interview
 Observation
 Questionnaire
 Focussed Group Discussion
 Self -Esteem Inventory