David Paul Meredith
ABSTRACT
This study's objective was to ascertain if using instant messaging in a blended learning classroom, the engagement of Thai undergraduate students towards learning English would improve. The study used a quasi-experimental design, and included a control group who were taught in a traditional manner and compared it to an experimental group who were given discussion topics, assignments, reminders and organizational matters using instant messaging. Pre and post-test questionnaires were used to determine the student's engagement towards academic challenge, learning with peers and experience with faculty. The results were analyzed using MANOVA and follow-up ANOVAs. It was shown that the experimental group made significant improvements in engagement. This result suggests methods for teachers with large, mixed ability classes to improve engagement and for less proficient students to succeed.
- Coates, H. 2010. Development of the Australasian survey of student engagement (AUSSE). Higher Education, 60, 1--17. doi 10.1007/s10734-009-9281-2Google Scholar
Cross Ref
- Emerson, L. & MacKay, B. 2011. A comparison between paper-based and online learning in higher education. British Journal of Educational Technology, 42(5), 727--735. DOI: 10.1111/j.1467-8535.2010.0181.xGoogle ScholarCross Ref
- EF, 2018 English Proficiency Index. Retrieved from; https://www.ef.com/wwen/epi/regions/asia/thailand/Google Scholar
- Fountaine, T. P. 2012. The impact of faculty-student interaction on black doctoral students attending historically black institutions. Journal of Negro Education, 81(2), 136--147. Retrieved from; http://eric.ed.gov/?id=EJ998541Google ScholarCross Ref
- Chickering, A.W. & Ehrmann, S.C. 1996. Implementing the seven principles: Technology as lever. AAHE Bulletin. 49(2), 3--6.Google Scholar
- Chickering A.W. & Gamson Z. F. 1987. Seven principles for good practice in undergraduate education. AAHE Bulletin. 3--7. Retrieved from; http://files.eric.ed.gov/fulltext/ED282491.pdfGoogle Scholar
- Grubbs, S., Chaengploy, S. & Worawong, K. 2009. Rajabhat and traditional universities: institutional differences in Thai students' perceptions of English. Higher Education 57, 283--298. DOI: 10.1007/s10734-008-9144-2Google ScholarCross Ref
- Hair, J. F., Black, W.C., Babin, B.J. & Anderson, R.E. 2010. Multivariate data analysis: A global perspective. 7th ed. Upper Saddle River: Prentice Hall.Google Scholar
- Kezar, A. & Kinzie, J. 2006. Examining ways institutions can create student engagement: The role of mission. Journal of College Student Development, 47(2), 149--172Google ScholarCross Ref
- Kuh, G.D. 2009. What student affairs professionals need to know about student engagement. Journal of College Student Development. 50(6), 683--706. Retrieved from: https://www.press.jhu.edu/cgibin/single_issue.cgi?url=%2Fjournals%2Fjournal_of_college_student_development%2Fv050%2F50.6.kuh.htmlGoogle ScholarCross Ref
- Nguyen, T. H. 2008. Thailand: Cultural background for ESL/EFL teachers. Retrieved from; http://www.hmongstudies.org/ThaiCulture.pdf.Google Scholar
- NSSE, 2013. A fresh look at student engagement -- Annual results 2013. Bloomington, IN: Indiana University for Postsecondary Research. Retrieved from; http://nsse.iub.edu/NSSE_2013_Results/pdf/NSSE_2013_Annual_Results.pdfGoogle Scholar
- Peng, J. 2012. Towards an ecological understanding of willingness to communicate in EFL classrooms in China. System, 40, 203--213.Google ScholarCross Ref
- Witt, D. C. 2013. New forms of learning for vocational education: Mobile learning - social learning - game-based learning. BWP Special Edition 2013. Retrieved from; file:///D:/My%20Documents/Downloads/bwp-2013-en-se-27ff.pdfGoogle Scholar
Index Terms
- Increasing Student's Engagement towards Learning English Using Instant Messaging as a Teaching Tool in a Blended Learning Classroom
Recommendations
Using Learning Analytics to Promote Student Engagement and Achievement in Blended Learning: An Empirical Study
ICEBT '18: Proceedings of the 2018 2nd International Conference on E-Education, E-Business and E-TechnologyThe emergence of blended learning has huge impact on traditional learning. Blended learning has its own unique characteristics combining the advantages of traditional learning and online learning. However, some problems of blended learning have also ...
Embedded blended learning within an Algebra classroom: a multimedia capture experiment
This two-group, pretest-posttest, quasi-experimental study compared secondary students' learning of Algebra II materials over a 4-week period when identical instruction by the same teacher was delivered through either embedded blended learning treatment ...
Web-based logging of classroom teaching activities for blended learning
ICWL'07: Proceedings of the 6th international conference on Advances in web based learningNowadays, eLearning has been adapted in all educational institutes, starting from kindergartens, primary schools, high schools, to the universities. Teachers are encouraged to use computer and Internet as a teaching medium in addition to the classroom ...
Comments