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

Year 2014, Volume: 4 Issue: 3, 38 - 42, 23.07.2016

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

References

  • Evans, C. (2008). The effectiveness of m-learning in the form of podcast revision lectures in higher education. Computers & education, 50(2), 491-498.
  • Gromik, N. A. (2012). Cell phone video recording feature as a language learning tool: A case study. Computers & Education, 58(1), 223-230.
  • Jia, J., Chen, Y., Ding, Z., & Ruan, M. (2012). Effects of a vocabulary acquisition and assessment system on students’ performance in a blended learning class for English subject. Computers & Education, 58(1), 63-76.
  • Katz, Y. J., & Yablon, Y. B. (2011). Affect and digital learning at the university level. Campus-Wide Information Systems, 28(2), 114-123.
  • Kost, C. R. (2004). An investigation of the effects of synchronous computer-mediated communication (CMC) on interlanguage development in beginning learners of German: Accuracy, proficiency, and communication strategies (Doctoral dissertation). Available from ProQuest Dissertation and theses database. (UMI No. 3131612)
  • Maulan, S. B., & Ibrahim, R. (2012). The Teaching and Learning of English For Academic Purposes in Blended Environment. Procedia-Social and Behavioral Sciences, 67, 561-570.
  • Motiwalla, L. F. (2007). Mobile learning: A framework and evaluation. Computers & Education, 49(3), 581-596.
  • Stockwell, G. (2010). Using mobile phones for vocabulary activities: Examining the effect of the platform. Language Learning & Technology, 14(2), 95-110.
  • Thornton, P., & Houser, C. (2005). Using mobile phones in English education in Japan. Journal of computer assisted learning, 21(3), 217-228.
Year 2014, Volume: 4 Issue: 3, 38 - 42, 23.07.2016

Abstract

References

  • Evans, C. (2008). The effectiveness of m-learning in the form of podcast revision lectures in higher education. Computers & education, 50(2), 491-498.
  • Gromik, N. A. (2012). Cell phone video recording feature as a language learning tool: A case study. Computers & Education, 58(1), 223-230.
  • Jia, J., Chen, Y., Ding, Z., & Ruan, M. (2012). Effects of a vocabulary acquisition and assessment system on students’ performance in a blended learning class for English subject. Computers & Education, 58(1), 63-76.
  • Katz, Y. J., & Yablon, Y. B. (2011). Affect and digital learning at the university level. Campus-Wide Information Systems, 28(2), 114-123.
  • Kost, C. R. (2004). An investigation of the effects of synchronous computer-mediated communication (CMC) on interlanguage development in beginning learners of German: Accuracy, proficiency, and communication strategies (Doctoral dissertation). Available from ProQuest Dissertation and theses database. (UMI No. 3131612)
  • Maulan, S. B., & Ibrahim, R. (2012). The Teaching and Learning of English For Academic Purposes in Blended Environment. Procedia-Social and Behavioral Sciences, 67, 561-570.
  • Motiwalla, L. F. (2007). Mobile learning: A framework and evaluation. Computers & Education, 49(3), 581-596.
  • Stockwell, G. (2010). Using mobile phones for vocabulary activities: Examining the effect of the platform. Language Learning & Technology, 14(2), 95-110.
  • Thornton, P., & Houser, C. (2005). Using mobile phones in English education in Japan. Journal of computer assisted learning, 21(3), 217-228.
There are 9 citations in total.

Details

Other ID JA56GB63NC
Journal Section Articles
Authors

Keng-chih Hsu This is me

Chun-yi Lee This is me

Ru-chu Shih This is me

Publication Date July 23, 2016
Published in Issue Year 2014 Volume: 4 Issue: 3

Cite

APA Hsu, K.-c., Lee, C.-y., & Shih, R.-c. (2016). Effects of Integrating U-Msg Learning into College English Classes through Blended Teaching Approach. TOJSAT, 4(3), 38-42.
AMA Hsu Kc, Lee Cy, Shih Rc. Effects of Integrating U-Msg Learning into College English Classes through Blended Teaching Approach. TOJSAT. July 2016;4(3):38-42.
Chicago Hsu, Keng-chih, Chun-yi Lee, and Ru-chu Shih. “Effects of Integrating U-Msg Learning into College English Classes through Blended Teaching Approach”. TOJSAT 4, no. 3 (July 2016): 38-42.
EndNote Hsu K-c, Lee C-y, Shih R-c (July 1, 2016) Effects of Integrating U-Msg Learning into College English Classes through Blended Teaching Approach. TOJSAT 4 3 38–42.
IEEE K.-c. Hsu, C.-y. Lee, and R.-c. Shih, “Effects of Integrating U-Msg Learning into College English Classes through Blended Teaching Approach”, TOJSAT, vol. 4, no. 3, pp. 38–42, 2016.
ISNAD Hsu, Keng-chih et al. “Effects of Integrating U-Msg Learning into College English Classes through Blended Teaching Approach”. TOJSAT 4/3 (July 2016), 38-42.
JAMA Hsu K-c, Lee C-y, Shih R-c. Effects of Integrating U-Msg Learning into College English Classes through Blended Teaching Approach. TOJSAT. 2016;4:38–42.
MLA Hsu, Keng-chih et al. “Effects of Integrating U-Msg Learning into College English Classes through Blended Teaching Approach”. TOJSAT, vol. 4, no. 3, 2016, pp. 38-42.
Vancouver Hsu K-c, Lee C-y, Shih R-c. Effects of Integrating U-Msg Learning into College English Classes through Blended Teaching Approach. TOJSAT. 2016;4(3):38-42.