Blended Learning in University Writing Classes -- Efficiency and Attitude

Autor/inn/en	Vu, Tien Thinh; Bui, Diem Bich Huyen
Titel	Blended Learning in University Writing Classes -- Efficiency and Attitude
Quelle	In: THAITESOL Journal, 33 (2020) 2, S.20-45 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2286-8909
Schlagwörter	Blended Learning; Electronic Learning; Writing Instruction; Writing Skills; Thinking Skills; Soft Skills; Skill Development; Instructional Effectiveness; Student Attitudes; College Students; Public Colleges; Technology Integration; English (Second Language); Language of Instruction; Second Language Learning; Language Tests; Foreign Countries; Vietnam; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Schreibunterricht; Writing skill; Schreibfertigkeit; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Unterrichtserfolg; Schülerverhalten; Collegestudent; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Zweitsprachenerwerb; Language test; Sprachtest; Ausland
Abstract	In the era of developing technology, especially the Fourth Industrial Revolution, the field of education is witnessing heavy implementation of emerging technologies for teaching and learning, including applications, software, and online courses. However, any piece of technology would bring both advantages and drawbacks. Therefore, blended learning has caught the attention and consideration of all the people involved. This study investigated the impacts of blended learning on writing skills for university students, aiming to figure out the effectiveness and students' attitude towards this study mode. Fifty-six pre-intermediate students with little or no formal instructions on how to utilize technology in learning essay writing were selected. A combination of experimental design and questionnaires was used, giving the treatment participants alternative learning experiences through a variety of technology applications beside the traditional method. Data from pre-tests and post-tests taken from the eight-week period revealed that students in the experimental groups outperformed those in the control group on the aspects of topic development, essay organization, and lexical usage. Results of the questionnaires delivered at the end of the course showed very positive feedback towards this blended mode in terms of effectiveness, involvement and collaboration. Yet, some drawbacks reported by the participants were worth our mindfulness and consideration when applying this model in a larger scale. (As Provided).
Anmerkungen	Thailand TESOL Organization. Language Institute Building, Thammasat University, 2 Prachan Road, Pranakhorn, Bangkok, Thailand 10200. e-mail: journal.thaitesol@gmail.com; Web site: https://www.tci-thaijo.org/index.php/thaitesoljournal/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01