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

Keng-chih Hsu Chun-yi Lee Ru-chu Shih

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

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.