Comparison of e-Learning, Blended and Traditional English Teaching Methods: A Case Study of Ban Hong Community Education College

Abstract

Abstract-With the global interest in computers, innovative teaching methods have been oriented to English language learning environments. The objectives of this research were to compare the effectiveness of the three English teaching methods, i.e. e-learning, blended learning, and traditional instruction and assess students' satisfaction. The samples were 90 first year vocational certificate students who enrolled on an English course in the academic year 2013 at Ban Hong Community Education College, Thailand. Those students were divided into three groups of 30, i.e. two experimental groups and one control group by using simple random sampling. The first experimental group was taught through e-learning instruction, the second experimental group was taught through blended learning instruction, whereas the control group was taught through traditional instruction. The study was conducted two hours a week for eight weeks period. The main findings indicated that blended learning instruction can significantly increase the students' achievement scores and the students show highly positive satisfaction towards learning language English.

Learning Styles and the Hybrid Learning: An Empirical Study about the Impact of Learning Styles on the Perception of the Hybrid Learning

“…Studies have concluded that it has a positive impact on students' academic performance (Boyle, Bradley, Chalk, Jones, & Pickard, 2003;Dziuban, Graham, & Picciano, 2014;Dziuban, Moskal, & Hartman, 2004;Garnham & Kaleta, 2002;Lim & Morris, 2009;O'Toole & Absalom, 2003;López-Pérez, Pérez-López, & Rodríguez-Ariza, 2011). Promsurin and Vitayapirak (2015) reached to the conclusion that the hybrid learning has a positive impact on both academic results and student satisfaction. Blankson and Kyei-Blankson (2008) obtained the same conclusion.…”

Effects of Online Learning and Digital Conversation-Based Activities on the Transfer of Cultural Values in Language and Literature Classes

“…Teachers often complain that they do not have the opportunity to do different activities. Thus, instead of grasping the logic of language and using it effectively, students tend to memorize content and grammar (Promsurin & Vitayapirak, 2015). However, in language and literature teaching, instead of directly learning the grammar rules, the student's involvement in the communication itself makes the learning more meaningful and permanent and enables the student to have a better command of the target language.…”

Development of the Social-Media-based Blended Learning Course to Enhance Student Learning: A Case Study on a Social Science Course

“…Many studies have investigated the use of blended learning in English language courses (Lim, 2015;Wichadee, 2018;Promsurin & Vitayapirak, 2015;Chansamrong, Tubsree, & Kiratibodee, 2014;Suwannasom & Catane, 2016;Tananuraksakul, 2016;Rattanasak, 2017;Banditvilai, 2016;Sucaromana, 2013) but only a few have explored blended learning in social science courses. In particular, there has been no relevant research on a blended course in human resource management.…”