Blended Approach to Learning and Practising English Grammar with Technical and Foreign Language University Students: Comparative Study

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F44555601%3A13430%2F19%3A43893856" target="_blank" >RIV/44555601:13430/19:43893856 - isvavai.cz</a>

Výsledek na webu

<a href="https://link.springer.com/article/10.1007/s12528-019-09219-w" target="_blank" >https://link.springer.com/article/10.1007/s12528-019-09219-w</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/s12528-019-09219-w" target="_blank" >10.1007/s12528-019-09219-w</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Blended Approach to Learning and Practising English Grammar with Technical and Foreign Language University Students: Comparative Study

Popis výsledku v původním jazyce

Blended design of teaching/learning foreign languages, in this case English grammar, has become widely spread within the higher education. The main objective of the article is to discover whether blended approach enhances the process of acquiring new knowledge in the field. The research was conducted at two institutions: Faculty of Informatics and Management (FIM), University of Hradec Kralove (technical students) and Faculty of Education (FE), University of Jan Evangelista Purkyne, Usti nad Labem (foreign language students), Czech Republic. Totally, the research sample included 123 bachelor students. Data were collected in three phases: (1) face-to-face pre-testing to monitor entrance knowledge before the process of blended learning starts, (2) post-testing1 applied after the blended learning approach and (3) final face-to-face post-testing2 administered at the end of semester. Phase 1 was followed by autonomous learning from the online course; teacher&apos;s feedback was provided to the students after phase 2 so that they could correct their mistakes, and improve the knowledge in phase 3. Eight hypotheses were tested to discover whether there exist statistically significant differences in test scores between the technical and foreign language students. The results differ according to the students&apos; level of English knowledge. However, they entitle the described blended learning approach to be applied for acquiring English grammar for B2 and C1 levels of CEFR.

Název v anglickém jazyce

Blended Approach to Learning and Practising English Grammar with Technical and Foreign Language University Students: Comparative Study

Popis výsledku anglicky

Blended design of teaching/learning foreign languages, in this case English grammar, has become widely spread within the higher education. The main objective of the article is to discover whether blended approach enhances the process of acquiring new knowledge in the field. The research was conducted at two institutions: Faculty of Informatics and Management (FIM), University of Hradec Kralove (technical students) and Faculty of Education (FE), University of Jan Evangelista Purkyne, Usti nad Labem (foreign language students), Czech Republic. Totally, the research sample included 123 bachelor students. Data were collected in three phases: (1) face-to-face pre-testing to monitor entrance knowledge before the process of blended learning starts, (2) post-testing1 applied after the blended learning approach and (3) final face-to-face post-testing2 administered at the end of semester. Phase 1 was followed by autonomous learning from the online course; teacher&apos;s feedback was provided to the students after phase 2 so that they could correct their mistakes, and improve the knowledge in phase 3. Eight hypotheses were tested to discover whether there exist statistically significant differences in test scores between the technical and foreign language students. The results differ according to the students&apos; level of English knowledge. However, they entitle the described blended learning approach to be applied for acquiring English grammar for B2 and C1 levels of CEFR.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2019

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal of Computing in Higher Education

ISSN

1042-1726

e-ISSN

—

Svazek periodika

31

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

24

Strana od-do

249-272

Kód UT WoS článku

000475750000003

EID výsledku v databázi Scopus

2-s2.0-85064243868