Effects of blended learning pedagogical practices on students' motivation and autonomy for the teaching of short stories in upper secondary English

This research was conducted to determine the effectiveness of blended learning on academic achievements, motivation and learner autonomy. The scope of this research is the teaching of English through short stories. A quasi-experimental study was conducted among 116 upper secondary students and two d...

Celý popis

Uloženo v:
Podrobná bibliografie
Vydáno v:Interactive learning environments Ročník 28; číslo 4; s. 512 - 525
Hlavní autoři: Wong, Kung-Teck, Hwang, Gwo-Jen, Choo Goh, Pauline Swee, Mohd Arrif, Siti Khadijah
Médium: Journal Article
Jazyk:angličtina
Vydáno: Abingdon Routledge 18.05.2020
Taylor & Francis Ltd
Témata:
Academic Achievement
Autonomy
Blended Learning
Classrooms
Control Groups
English (Second Language)
English subject
Foreign Countries
Learning
Literary Genres
Motivation
pedagogical practices
Pedagogy
Personal Autonomy
Questionnaires
Second Language Instruction
Secondary School Students
Short stories
Student Motivation
Students
students' autonomy
students' motivation
Malaysia
ISSN:1049-4820, 1744-5191
On-line přístup:Získat plný text
Tagy: Přidat tag
Žádné tagy, Buďte první, kdo vytvoří štítek k tomuto záznamu!
Popis
Shrnutí:This research was conducted to determine the effectiveness of blended learning on academic achievements, motivation and learner autonomy. The scope of this research is the teaching of English through short stories. A quasi-experimental study was conducted among 116 upper secondary students and two different teaching pedagogies were utilised; a blended learning classroom for the experimental groups, and meanwhile conventional learning classroom for the control groups. The data for students' academic achievement were collected from a post-test questionnaire, whereas data for motivation and learner autonomy were collected through sets of questionnaires adapted from the previous literature. The differences between the two groups were then analysed using the independent t-test. The findings revealed that there was no significant difference in their academic achievements however, there were positive effects on both learner autonomy and students' motivation constructs in the blended learning compared to the conventional learning. The implication of this study is that blended learning is suitable to be implemented in secondary school English classes as long as there are sufficient monetary, equipment and technical supports.
Bibliografie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:1049-4820
1744-5191
DOI:10.1080/10494820.2018.1542318