Integrating Task and Game-Based Learning into an Online TOEFL Preparatory Course during the COVID-19 Outbreak at Two Indonesian Higher Education Institutions

Autor/inn/en	Pratiwi, Damar Isti; Waluyo, Budi
Titel	Integrating Task and Game-Based Learning into an Online TOEFL Preparatory Course during the COVID-19 Outbreak at Two Indonesian Higher Education Institutions
Quelle	In: Malaysian Journal of Learning and Instruction, 19 (2022) 2, S.37-67 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1675-8110
Schlagwörter	English (Second Language); Second Language Instruction; Undergraduate Students; Foreign Countries; Game Based Learning; Online Courses; Language Skills; Language Proficiency; Listening Comprehension; Reading Comprehension; Written Language; Educational Technology; Technology Uses in Education; COVID-19; Pandemics; Learning Activities; Indonesia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Ausland; Online course; Online-Kurs; Language skill; Sprachkompetenz; Language skills; Hörverständnis; Leseverstehen; Geschriebene Sprache; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lernaktivität; Indonesien
Abstract	Purpose: This study examined the integration of task and game-based learning into an online Test of English as a Foreign Language (TOEFL) preparatory course taught at two Indonesian higher education institutions (HEI) over a period of 20 online class meetings totaling 40 class hours. Methodology: Using a single-case experimental design, it engaged undergraduate students enrolled in a TOEFL preparatory course in March 2021 at Politeknik Perkeretaapian Indonesia Madiun (N = 48) and Universitas Muhadi Setiabudi, Indonesia (N = 48). The study used multiple t-tests and one-way ANOVA with "Cohen's d" to determine the degree of impact on students' total outcome on pretest and post-test, as well as their scores on particular skills. Findings: Multiple paired-sample t-tests revealed significant improvement in students' overall scores (t (95) = 15.35, p < 0.001) and in specific-skills scores for Listening Comprehension (t (95) = 10.32, p < 0.001), Structure and Written Expression (t (95) = 5.90, p < 0.001), and Reading Comprehension (t (95) = 5.63, p < 0.001). Independent t-tests and one-way ANOVA revealed significant variations in students' overall and individual skills ratings in study programs. However, the percentage of students who achieved the required TOEFL scores for admission to both institutions was significantly different. Significance: The findings have major implications for both the lecturers at the two institutions and the designers of TOEFL preparatory programs. This study sheds light on an online TOEFL preparatory course that teaches students through task- and game-based learning. To run this program successfully, teachers' creativity in generating materials (tasks) and incorporating digital technologies is essential. (As Provided).
Anmerkungen	Universiti Utara Malaysia Press. UUM Press, Universiti Utara Malaysia, 08010 UUM Sintok, Kedah, Malaysia. Tel: +60-4-928-4816; Fax: +60-4-928-4792; e-mail: uumpress@uum.edu.my; Web site: https://e-journal.uum.edu.my/index.php/mjli
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01