Employing Blended Learning to Enhance Learners' English Conversation: A Preliminary Study of Teaching with Hitutor

Autor/in	Wang, Chunying
Titel	Employing Blended Learning to Enhance Learners' English Conversation: A Preliminary Study of Teaching with Hitutor
Quelle	In: Education and Information Technologies, 26 (2021) 2, S.2407-2425 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Chunying)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-020-10363-5
Schlagwörter	Foreign Countries; Blended Learning; Second Language Learning; English (Second Language); Intercultural Communication; Second Language Instruction; Conversational Language Courses; Student Attitudes; Instructional Design; Information Technology; Computer Assisted Instruction; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Interkulturelle Kommunikation; Fremdsprachenunterricht; Schülerverhalten; Lesson concept; Lessonplan; Unterrichtsentwurf; Informationstechnologie; Computer based training; Computerunterstützter Unterricht
Abstract	Taiwanese learners find it hard to communicate with others in English in their daily lives because of living in an EFL environment. However, ICT and blended learning have recently been recognised as being beneficial to English learners who live in a non-English-speaking country due to the formation of a virtual native-like setting based on online learning. The purpose of this research is to assess whether teaching English conversation in both online and offline settings can improve learners' communicative performance as well as feedback from both instructors and learners. A pre-experimental method was used to investigate the effect of blended learning on the English speaking and listening performance of 136 participants, who were divided into 3 groups and invited to join an 18-week English conversation course based on both face-to-face teaching and online learning. The data was collected and analysed from the students' pre-test and post-test scores, a questionnaire survey and semi-structured interviews. As expected, the results indicated that blended learning had an overall positive effect on the students' English conversation performance. The students themselves had a positive attitude toward the blended course arrangement and agreed that blended learning supported their learning of English conversation, while the instructors also indicated that the online course had helped the students' learning of English conversation to some extent. However, more supportive policies are required for a more comprehensive implementation of blended learning. All in all, Hitutor was employed in this study to design a blended English conversation course and demonstrate its positive effect. Non-English native speakers can overcome the restriction of an EFL learning environment with both traditional lectures and ICT. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01