A Quasi-Experimental Study of a Web-Based English Literacy Tool for Grade 3 Students in China

Purpose:This study explores the effectiveness of a A Balanced Reading Approach for Children Always Designed to Achieve Best Results for All(ABRACADABRA;hereinafter,ABRA)-a webbased literacy program designed by Concordia University in Canada-on third-grade students in Nanjing,China.Design/Approach/Methods:Participants comprised 999 students from three treatment schools(N=711)and three control schools(N=288).Three different approaches were used in the treatment schools:namely,a computer laboratory once a week,noontime study after lunch,and single-game instruction(SG)during every English lesson.Interviews were also conducted with teachers,producing qualitative data.Findings:Following 20 weeks of intervention,the overall effect size was 4-0.05.The SG group reflected the smallest effect size(d=-0.52).The noontime study group produced an effect size of 0.39,and the laboratory group an effect size of 0.55.This study conducted interviews with teachers to gain a qualitative understanding of the differential impacts.In doing so,this study found that teachers in the SG group were poorly motivated due to a lack of school support and heavy workload,resulting in passive roles and low ABRA program intensity.Originality/Value:The results of this study indicate that ABRA is an effective means of improving Chinese students*English literacy skills.Results also underscore the need for critical measures to encourage teachers to actively participate in the program.