Blended Learning Using Video-Based Blogs: Public Speaking for English as a Second Language Students

Autor/in	Shih, Ru-Chu
Titel	Blended Learning Using Video-Based Blogs: Public Speaking for English as a Second Language Students
Quelle	In: Australasian Journal of Educational Technology, 26 (2010) 6, S.883-897 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Foreign Countries; Feedback (Response); College Seniors; Public Speaking; Participant Satisfaction; English for Special Purposes; Student Motivation; Reflection; Second Language Learning; Second Language Instruction; Video Technology; Web Sites; Electronic Publishing; Blended Learning; Computer Assisted Instruction; Internet; Student Surveys; Interviews; Questionnaires; Content Analysis; Instructional Effectiveness; Taiwan + Suchen Sie Ihr Suchwort? Ausland; College; Colleges; Senior; Hochschule; Fachhochschule; Vortrag; Schulische Motivation; Zweitsprachenerwerb; Fremdsprachenunterricht; Web-Design; Elektronisches Publizieren; Computer based training; Computerunterstützter Unterricht; Schülerbefragung; Interviewing; Interviewtechnik; Fragebogen; Inhaltsanalyse; Unterrichtserfolg
Abstract	With globalisation and the advent of information technology, the English language has become more important for second language (L2) learners. This study aimed to establish a blended teaching and learning model combining online and face to face instructional blogging for an English for specific purposes (ESP) course named "English Public Speaking". The research methodology combined qualitative and quantitative approaches and included peer and instructor feedback, interviews, self-reflection, and a learning satisfaction survey. A total of 44 college seniors majoring in English participated in the study. The results of the study showed that this model could contribute to learning effectiveness and student satisfaction if the blended model is implemented with sufficiently supportive equipment and course plans. Most importantly, peer and instructor's feedback and the blog characteristics like free access, ease of revision, and interesting material for learning were major factors that enhanced students' learning satisfaction by motivating them to learn effectively. (Contains 3 tables and 5 figures.) (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10