Sustainable Development Goals
Abstract/Objectives
English language teaching should be contextualized; hence, the localized versions of English should be integrated into the language classroom. By doing so, language learners can put what they learn about the target language such as linguistic knowledge into practice in the real and authentic context and use the target language locally and across the world. The glocalized alphabet instruction and iPad as technology enhanced language teaching were integrated into an alphabet remedial education among seven second graders in Taiwan. Under the instruction, the students were taken on a campus tour to recognize the letters being matched to the school scenery and objects presented on the iPad. Accordingly, the students practiced saying the letter names and sounds and learned the letter shape based on a clip, recorded and shot by the researcher respectively. This mixed-method study explored such integration on second graders’ acquisition of letter knowledge and their attitude toward alphabet letter learning. The analysis of the pre-test, post-test, teacher’s reflective journal, students’ tasks, and interviews reached the following conclusion. First, compared to the pre-test, these seven second graders read and wrote all twenty-six alphabet letters correctly in the post-test. Secondly, these second graders’ motivation to learn alphabet letters increased because of their engagement to observe the school learning environment and relevant content related to their lives. Thirdly, Internet connection and the number of the students for the remedial education were issues that should be taken into consideration for teachers’ designing glocalized alphabet instruction.
Results/Contributions

       Regarding to the first research question on how the glocalized alphabet instruction affected the second graders’ acquisition of letter name, the results of the study revealed that the glocalized alphabet instruction helped improve students’ understanding of the English alphabet. Under the instruction, the students were taken on a campus tour to recognize the letters being matched to the school scenery and objects presented on the iPad. They could know more about the English alphabet through this meaningful and contextualized learning.

      With respect to the second research question on how the glocalized alphabet instruction affected the second graders’ acquisition of letter sound, the results of the study showed that the glocalized alphabet instruction helped improve students’ familiarity with the sounds. The main reason was that the students were able to practice listening and speaking repeatedly by pressing the buttons on the iPads.

       As for the third research question on how the glocalized alphabet instruction affected the second graders’ acquisition of letter shape, the results of the study revealed that the glocalized alphabet instruction helped improve students’ familiarity with the shapes. Under the instruction, the students were guided to watch the clips regarding the letter shapes and encouraged to practice writing in the air. Due to the fact that the letter shapes were matched to the school scenery and objects, the students were more engaged to learn.

       Regarding the fourth question on how the glocalized alphabet instruction affected the second graders’ attitude towards learning, the results of the classroom observation and interview revealed that students had a positive attitude. Some of them stated that the materials helped them recall the shapes and sounds of the letters while they were undertaking the tasks.

       To address the last research question regarding the students’ motivation towards the glocalized alphabet instruction, the results of the classroom observation and interview showed that their motivation towards learning the letter knowledge was high. Some students stated that they could look for letters on the campus, some said the materials were more interesting than the ones in the textbooks, and others even described it as an interesting treasure hunt.

Keywords
glocalized alphabet instructionletter knowledgelow achieversremedial education