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A randomized controlled trial comparing computer-aided learning with versus without tuition/lecture in promoting English proficiency

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Abstract

Aim

To compare test scores in English-error detection between Thai high school students undergoing self-learning by an online tool (computer-assisted learning: CAL) with versus without tuition/lecture.

Methods

This prospective, randomized, controlled study enrolled a sample of grade-12 high school students from a Thai secondary school. The predictor variable was the use of error-detection exercises in 9 separate 50-min tuition sessions during a 3-week period. Each subject was randomly assigned to receive a CAL program with or without tuition/lecture during the study interval: June–September 2009. The main outcome variable was the test scores of English-error identification. To measure the outcomes, the students were evaluated twice using the 25-question test within a 1-month interval (pre-test/post-test). Appropriate sample size estimates, descriptive, uni-, and bivariate statistics were calculated, and the level of statistical significance was set at P < 0.05.

Results

The sample included 69 students, 36 of whom (52.2%) were in the intervention group (CAL plus teaching). Within-group comparisons showed statistically significant improvements in post-test scores, regardless of learning methods (P < 0.05). Tuition/lecture was significantly associated with the improved post-test scores (P = 0.0012) and with a higher number of students showing improved post-test scores (P = 0.0007).

Conclusions

The results of this study suggest that tuition/lecture facilitates self-learning with CAL. In this sample, tuition/lecture still seems to be necessary for nonnative-English-speaking high school students to improve their English proficiency. CAL alone should not be used to replace conventional teaching.

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Acknowledgments

The author would like to thank Mr. Gerald Wilkens for his help in proofreading.

Conflicts of interest

The authors indicate full freedom of investigation and no potential conflicts of interest.

Ethical standard

Exempted (Please see details in the “Methods” section).

Author information

Authors and Affiliations

  1. Department of English Language, Triam Udom Suksa School, Bangkok, Thailand

    Kritsana Pitak-Arnnop

  2. Department of Physical Education, Faculty of Physical Education, Srinakharinwirot University, Bangkok, Nakhon Nayok, Thailand

    Pimpa Moungsirithum

  3. Department of Mathematics, Samsenwittayalai School, Bangkok, Thailand

    Sonti Pitak-Arnnop

  4. Department of Oral, Craniomaxillofacial and Facial Plastic Surgery, Scientific Unit for Clinical and Psychosocial Research, Evidence-Based Surgery and Ethics in Oral and Maxillofacial Surgery, Faculty of Medicine, University Hospital of Leipzig, Leipzig, Germany

    Kittipong Dhanuthai, Niels Christian Pausch & Poramate Pitak-Arnnop

  5. Department of Oral Pathology, Faculty of Dentistry, Chulalongkorn University, Bangkok, Thailand

    Kittipong Dhanuthai

  6. Klinik und Poliklinik für Mund-, Kiefer- und Plastische Gesichtschirurgie, Universitätsklinikum Leipzig AöR, Nürnberger Str. 57, 04103, Leipzig, Germany

    Poramate Pitak-Arnnop

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  1. Kritsana Pitak-Arnnop
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Correspondence to Poramate Pitak-Arnnop.

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Pitak-Arnnop, K., Moungsirithum, P., Pitak-Arnnop, S. et al. A randomized controlled trial comparing computer-aided learning with versus without tuition/lecture in promoting English proficiency. Cogn Process 13, 277–283 (2012). https://doi.org/10.1007/s10339-012-0437-0

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  • DOI: https://doi.org/10.1007/s10339-012-0437-0

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