Effects of Integrating U-Msg Learning into College English Classes through Blended Teaching Approach

Abstract

This study aims to investigate the effects of integrating U-Msg learning into college English (listening and speaking) classes through the blended teaching approach. A total of 59 participants participated in the study and grouped into U-Msg and Moodle (a virtual E-learning platform) learning groups for seven week teaching experiment. The research instruments include pre and post-oral tests, survey questionnaire, and interview. The findings of the study show that while significant improvements were achieved in both of the groups, superior performance and learners’ feedbacks were identified in the mobile APP-based group. Additionally, with positive attitudes, the students also regarded the U-Msg system as an effective learning supplement, which provides a convenient learning environment. Nevertheless, the system instability could jeopardize learners’ satisfactions. Finally, the results of this research might shed some lights for ESL instructors with enthusiasms in U-Msg blended learning and oral ability enhancements

Keywords

• blended teaching, college English learning, ESL, U-Msg

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