Universal Journal of Educational Research 8(12): 6517-6526, 2020 http://www.hrpub.org DOI: 10.13189/ujer.2020.081217 The Effectiveness of CVC Arm Tapping Interactive Application towards Year Two Students' English Language Achievement Marzila Omar * , Nurulwahida Azid School of Education and Modern Languages, Universiti Utara Malaysia, Malaysia Received August 10, 2020; Revised October 23, 2020; Accepted November 1, 2020 Cite This Paper in the following Citation Styles (a): [1] Marzila Omar, Nurulwahida Azid , "The Effectiveness of CVC Arm Tapping Interactive Application towards Year Two Students' English Language Achievement," Universal Journal of Educational Research, Vol. 8, No. 12, pp. 6517-6526, 2020. DOI: 10.13189/ujer.2020.081217. (b): Marzila Omar, Nurulwahida Azid (2020). The Effectiveness of CVC Arm Tapping Interactive Application towards Year Two Students' English Language Achievement. Universal Journal of Educational Research, 8(12), 6517-6526. DOI: 10.13189/ujer.2020.081217. Copyright©2020 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License Abstract This study was conducted to examine the effectiveness of CVC (Consonant-Vocal-Consonant) Arm Tapping interactive application among Year Two students using mixed method approach and pre-experimental design through pre-test and post-test involving a group of 30 students who perform poorly in English Language subject. Eight teachers answered the questionnaire to obtain reliability value using Intraclass Correlation Coefficient (ICC) method. An average measure of .970 with a 95% confidence interval from .915 up to .373 (F(7,259) = 33.898, p < .000) showed a near-perfect agreement among the evaluators on the information, interaction and presentation design for the application. Findings from score analysis showed that no students were in the low profile while 66.67% of them rose to higher profile. Paired sample t-test showed a significant difference between pre-test and post-test scores after using the application (t (29) = -12.62, p <0.05). Interview with five students and three teachers found teaching and learning using interactive application showed positive impacts on students' interest and motivation, meaningful experiences, and students preferred learning using technology instead of the conventional method. This study has identified suitable approaches and methods for phonics teaching. Keywords Interactive Application, Phonics, Spelling and Reading Skills, Low-performing Students, Multisensory Approaches, Pre-experimental 1. Introduction The education system in Malaysia has long made the English language as one of the curriculum content from pre-school through high school and has also been used as the medium of instruction in the teaching and learning process of most universities in Malaysia [1]. Therefore, high proficiency in English is essential to enable students to face the challenges of globalization today. Reading skills in the English language require a student to remember the words and sounds produced from the words [2]. In addition, with the formation of the Primary Standard Curriculum (KSSR), teaching of phonics is also emphasized to students [3]. If they are able to gain efficiency in the phonics of the letters, their reading skills will be enhanced [4], [5]. The integration of Information and Communication Technology (ICT) into the teaching and learning process is important as it can help improve students' cooperative learning skills as well as stimulate students’ social skills, problem solving skills, self-reliance, accountability and self-reflection [6]. All of these elements are fundamental values that students need to have in order to be actively involved in teaching and learning environment [7]. 1.1. Problem Statements The difference between students who are good at spelling and students who are poor at spelling depends on