الفهرس 
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Abstract
The present study investigated the effect of using computer edutainment on developing 2nd primary graders’ writing skills.
Statement of the problem
The study problem can be identified in the Egyptian 2nd year primary school pupils’ lack of the necessary EFL writing skills. This might be attributed to the fact that the English program in the ”Hand in Hand” English textbook of primary two gives more concentration on the oral communication skills than the writing skills. The writing skills in ”Hand in Hand” are restricted to mechanics skills, especially copying and following principles of good handwriting. As mentioned in ’Hand in Hand’, teacher’s guide all the writing activities are designed, specifically, to help pupils acquire good life-long handwriting habits. It concentrates on lower writing skills. Therefore, the current study attempted to develop their writing skills through the use of computer edutainment.
Research Questions
The present study attempted to answer the following question:
”How effective would be the use of computer edutainment on developing 2nd primary graders’ writing skills?”
This major question branches out into the following sub questions:
1. Do teachers need enrichment writing activities containing certain attributes to teach 2nd primary graders’ writing skills?
2. What influence does computer edutainment have on the quality of pupils’ writing?
3. What influence does the computer edutainment have on the quantity of pupils’ vocabulary?
4. What influence does the computer edutainment have on pupils’ self-assessment?
5. Are the 2nd primary graders satisfied with computer edutainment?
6. Are the writing strategies and concepts the pupils learned during their computer edutainment program transferred to their independent writing?
7. What development in pupils’ writing will be demonstrated by pupils in an edutainment environment?
Research Objectives
In an attempt to find an answer to the question of the current study, the researcher sought to achieve the following objectives:
1. Identifying the effect of using computer edutainment on developing 2nd primary graders’ writing skills.
2. Identifying the effect of using computer edutainment on developing 2nd primary graders’ vocabulary.
3. Identifying the effect of using computer edutainment on developing 2nd primary graders’ self-assessment.
4. Identifying pupils’ reflection on using computer edutainment program
5. Surveying the primary stage teachers about their need of enrichment writing activities.
Research Hypotheses
The following hypotheses were tested:
1. There are statistically significant differences between the means scores obtained by participants in the pre-test and those of the post-test of the writing skills on the electronic writing test in favor of the post-test.
2. There are statistically significant differences between the mean scores obtained by participants in the pre-test and those of the post-test in the quality of writing on the paper and pencil-writing test in favor of the post-test.
3. There are statistically significant differences between the mean scores obtained by participants in the pre-test and those of the post-test in the area of ideas and content on the paper and pencil-writing test in favor of the post-test.
4. There are statistically significant differences between the mean scores obtained by participants in the pre-test and those of the post-test in the area of style on the paper and pencil-writing test in favor of the post-test.
5. There are statistically significant differences between the mean scores obtained by participants in the pre-test and those of the post-test in the area of organization and form on the paper and pencil-writing test in favor of the post-test.
6. There are statistically significant differences between the mean scores obtained by participants in the pre-test and those of the post-test in the area of convention of print on the paper and pencil-writing test in favor of the post-test.
7. There are statistically significant differences between the mean scores obtained by participants in the pre-test and those of post-test in the quantity of vocabulary on the vocabulary test in favor of the post-test.
Research Significance
The present study was expected to investigate the effect of using computer Edutainment on developing 2nd primary graders’ writing skills. Furthermore, the present study would:
a- Provide a pleasant learning environment for pupils to acquire and practice language as the best learning environment is the one in which children are able to have fun.
b- Provide English language teachers, supervisors and curriculum designers with a list of writing skills necessary for 2nd primary graders to be taken into consideration while planning and designing the writing activities suitable for those as well as during evaluating their overall writing skills.
c- Contribute to a rethinking and modification of the teaching method currently adopted to develop reading writing skills in the Egyptian elementary school.
d- Provide elementary school teachers with better understanding of the significant role of computer edutainment, writing strategies, and scaffolds and consequently, some useful implications for teaching writing for 2nd primary graders.
The present study is, hopefully, expected to help:
1. Pupils of primary two develop their writing skills.
2. Pupils of primary two internalize the writing strategies and skills they have learned and transfer them to their writing.
3. The curriculum experts, especially those who work as consultant in the field of developing CALL systems, develop their work through using edutainment as a base for their designs.
4. The primary stage teachers by offering e- writing test for the first time for assessing pupils’ writing skills.
Research Limitations
The present study was limited to:
1. A number of thirty pupils enrolled in a governmental primary school in Bani Hamad, El-Minia.
2. A proposed program of enrichment writing activities designed by the researcher and based on computer edutainment.
Participants of the Study
A number of approximately 30 second graders were chosen from among larger population enrolled in governmental primary school in Bani Hamad, Minia. The pupils’ median age ranged from 7 to 8 years old. The participants of this study were randomly selected. They represented one class of 2nd primary graders at Bani Hamad School, El-Minia.
Research Design
The present study adopted the pre- experimental design. The study was used one group-pretest-posttest design. In this design, comparing the mean scores of the pretest with the mean scores of the posttest was used to determine how far the independent variable (in this study, Computer edutainment) affected the dependent variable (2nd primary graders’’ writing skills).
Research Variables
The independent variables
This refers to the treatment used in the study (the proposed program based on computer edutainment).
The dependent variables
This refers to the experimental group pupils’ performance in writing.
Instruments
The researcher designed and built a number of tools for the purpose of the present study:
1. Enrichment Writing Activities Needs Assessment survey (EWANA SURVEY).
2. Technology survey.
3. A writing skills questionnaire.
4. Pre-post electronic writing test.
5. Pre-post pencil and paper writing test.
6. Pre-post vocabulary test.
7. Writing analytical scoring rubric.
8. A self- assessment writing checklist.
9. Reflection logs.
10. Writing samples
11. Writing Development Record
12. A proposed program based on computer edutainment program designed by the researcher to develop the writing skills of the 2nd primary graders.
Piloting the Instruments
A Pilot study began two weeks before the real experimentation to determine the validity and the reliability of the tools.
Research Procedures
1. Assessing pupilss’ need through administering a survey to teachers of the primary stage.
2. Reviewing the related literature to identify the basis on which computer edutainment is based.
3. Stating the general and behavioral objectives of the program.
4. Designing the computer edutainment program.
5. Validating of the program by a panel of jury.
6. Constructing the tools and validating them by the EFL experts.
7. Selecting the sample randomly from among Minia governorate, Bani Hamad primary school, 2nd year pupils.
8. Equating the treatment group in the control variables.
9. Pre-testing the treatment group.
10. Training (30) pupils of the treatment group on the use of the computer for two weeks before the experiment to make sure that they can use it appropriately.
11. Applying the computer edutainment program on the treatment group.
12. Post-testing the treatment group using the same procedures followed in the pre-testing stage to evaluate the effect of the program used.
13. Comparing the pre-test to the post-test results.
14. Using the appropriate statistical methods for analyzing the obtained data.
15. Reporting and discussing results.
16. Presenting recommendations and suggestions for further research.
Findings and Discussion
After conducting the program and administering the tests, T-test and Eta-squared formula were used in analyzing the obtained data. Scores of the study group in the pre and posttests were analyzed and compared. Results revealed the following:
1. There are statistically significant differences between the means scores obtained by participants in the pre-test and those of the post-test of the writing skills on the electronic writing test in favor of the post-test.
2. There are statistically significant differences between the mean scores obtained by participants in the pre-test and those of the post-test in the quality of writing on the paper and pencil-writing test in favor of the post-test.
3. There are statistically significant differences between the mean scores obtained by participants in the pre-test and those of the post-test in the area of ideas and content on the paper and pencil-writing test in favor of the post-test.
4. There are statistically significant differences between the mean scores obtained by participants in the pre-test and those of the post-test in the area of style on the paper and pencil-writing test in favor of the post-test.
5. There are statistically significant differences between the mean scores obtained by participants in the pre-test and those of the post-test in the area of organization and form on the paper and pencil-writing test in favor of the post-test.
6. There are statistically significant differences between the mean scores obtained by participants in the pre-test and those of the post-test in the area of convention of print on the paper and pencil-writing test in favor of the post-test.
7. There are statistically significant differences between the mean scores obtained by participants in the pre-test and those of post-test in the quantity of vocabulary on the vocabulary test in favor of the post-test.
Recommendations
In light of the results obtained in the present study, a number of points can be recommended:
1. Writing skills via technology use in the primary stage should be emphasized in teaching writing.
2. Deliberation attempts should be made to help pupils in the primary stage acquire and use the writing as early as possible.
3. The objectives of teaching English language should concentrate on writing skills beyond the mechanics level and emphasize writing as a process. Writing to learn not learning to write should be a base for teaching writing as a part of language learning.
4. Technology skills should be addressed in a mandatory course for all the grades of the primary school pupils.
Suggestions for Further Research
This section includes several suggestions for future research involving the use of the Computer edutainment as follows:
1. It would be useful to replicate this research program with other participants to make use of the impact of the computer edutainment on them.
2. The use of computer edutainment should be emphasized as a means of teaching and developing the four language skills.
3. Investigating the effect of computer edutainment on the pupils’ creative writing.
4. Investigating the effect of computer edutainment on the pupils’ phonological awareness and vocabulary.
5. Investigating the relationship between computer edutainment and developing the four skills of English and pupils’ attitude towards English.
6. Investigating the effect of using computer edutainment on special needs students.
7. A controlled research study encompassing a broader sample from multiple school districts is needed in order to increase the generalization of the findings.