Research on Web-based Autonomous English Learning of Engineering Students

Yao, Shuping

doi:10.3991/ijet.v11i06.5802

Cited by 14 publications

(13 citation statements)

References 5 publications

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“…Pronunciation, facial expressions and language fluency can be developed through comments from peers in blended learning while this could hardly be done in traditional classes. Lastly, students were more aware of the advantages of web-based autonomous English learning through greater communication, where they can determine their own learning speed according to the English level and can get more freedom in the learning process [34]. The finding was found to be similar to the previous study conducted by Chaiprasurt and Esichaikul [28] which revealed that statistically significant differences existed in subjective motivation.…”

Section: Discussionsupporting

confidence: 80%

A Development of the Blended Learning Model Using Edmodo for Maximizing Students’ Oral Proficiency and Motivation

Wichadee

2017

Int. J. Emerg. Technol. Learn.

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Abstract-The purposes of this study were to develop a blended learning model using Edmodo as a learning tool in language learning and examine the effectiveness of the model implemented in an English course regarding oral proficiency, motivation, and attitude. To achieve these purposes, a quasiexperimental design was employed to collect data using the tests and questionnaires. The samples in this study were the second-year students enrolled in an intermediate English course. The samples were from two classes, each of which contained 42 students. One class was used for the control group; another one for the experimental group. In the control group, students were only taught in a face-to-face learning environment using the PPP model whereas the experimental group studied through the PPP model in class supported by online learning using Edmodo. The findings indicate that blended learning was more effective than traditional learning. That is, students in the experimental group not only outperformed those in the control group in oral proficiency, but they also exhibited higher learning motivation. Although students in both groups did not differ in their attitude toward the PPP model, those in the experimental group expressed a positive attitude toward Edmodo. The findings of this study have implications for English language instructors, encouraging them to see how technology can facilitate learning and help learners produce better academic performance.Keywords-blended learning, Edmodo, oral proficiency, motivation IntroductionOral communication is a vital part of language learning [1]. Oral proficiency refers to the ability to communicate verbally in a functional and accurate way in a target language [2]. A person with a high degree in oral proficiency is able to apply the linguistic knowledge to new situations or contexts. People in Thailand have realized that English oral proficiency is deemed necessary as the country is having more roles iJET -Vol. 12, No. 2, 2017 137Paper-A Development of the Blended Learning Model Using Edmodo for Maximizing Students' Oral Proficiency and Motivation in global community [3]. Especially, when the Asean Community was launched in January 2016, English competency is deemed necessary to compete with others in the labour market. Thai students' poor grasp of communication ability has become a major concern for educators and policy makers. Several obstacles that hinder oral proficiency include inadequate exposure to the English meditated environment [4], the lack of oral practice, the lack of confidence in speaking, and English accent of Thai instructors [5].One of the models that has been used to develop speaking skill is the "Presentation, Practice and Production (PPP)", starting with introducing the new teaching content, followed by controlled practice and a free practice. This model aims at moving from accuracy to fluency, focusing on form. The first step, "Presentation", is where the instructor examines how much of the target language the students know. The teacher will then presen...

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Section: Discussionsupporting

confidence: 80%

A Development of the Blended Learning Model Using Edmodo for Maximizing Students’ Oral Proficiency and Motivation

Wichadee

2017

Int. J. Emerg. Technol. Learn.

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“…Particular consideration in scientific research is given to studying factors influencing the students' learning outcomes [32,33]. It is indicated that web-based and mobile autonomous learning, grounded in humanism and constructivism ideas, has combined self-directed training and Internet/mobile technology and opened up a new learning path [34]. A large number of specialists currently analyze the structure of autonomous learning, its basic principles, role, and significance [35].…”

Section: Literature Reviewmentioning

confidence: 99%

The Intelligent Platform of Autonomous Learning in Post-Secondary Education

Samusenkov

Klyushin²,

Prasolov

et al. 2021

Int. J. Interact. Mob. Technol.

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The aim of the study was to develop and test the effectiveness of an autonomous learning intelligent platform in post-secondary education. It was conducted on the basis of the Institute of Dentistry named after E.V. Borovsky in I.M. Sechenov First Moscow State Medical University (Moscow, Russia) and Humanitarian and technical academy (Kokshetau, Kazakhstan). This research involved 59 teachers and 390 students, who comprised the total sample of 449 respondents. The experiment consisted of three stages – introductory, experimental, and final. The introductory stage included the distribution of enrolled students into the experimental and control groups. Besides, at the introductory stage, the development of questionnaires directed at identifying students’ and teachers’ readiness to implement autonomous learning was performed. Apart from this, the involved educators were required to fill the learning platform with predetermined training content. The considered intelligent learning platform was developed by programmers by prior agreement with educational institutions under study. The experimental stage was aimed at introducing the designed model of autonomous learning based on the created intelligent platform. The final stage implied surveying of all study participants according to the developed questionnaires. After the introduction of the created autonomous learning model, it was revealed that 51.5% of enrolled teachers were ready for self-directed education at a high level, 20.4% – at a satisfactory level, 18.4% – at a moderate level, and 9.7% – at a low level. Among the students of Sechenov University, 21% of respondents had a high level of readiness for autonomous learning based on intelligent platforms, 27% of students had a sufficient level, 35% – moderate, and 17% – low. Among the Humanitarian and technical academy students, 29% had a high readiness for autonomous learning, 30% were ready at a sufficient level, 25% at a moderate, and 16% at a low level. This study provided an opportunity to use the developed questionnaires and the model of autonomous learning in post-secondary education for further research on the implementation of self-directed training.

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“…Along with ever-advancing informational support of education at large, the aspects of informatization of linguistic self-education, as a new field of pedagogy, are being extensively studied as well (C. Chia [11], O. Shcholok [12], S. Yao [13]).…”

Section: Introductionmentioning

confidence: 99%

Use of It for Future Foreign Language Teachers’ Linguistic Self-Education

Shumskyi¹

2020

ITLT

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The article substantiates that large-scale implementation of information technologies will facilitate methodological support of future foreign language teachers' linguistic self-education. The main functions and advantages of the author's multimedia training package "English for Self-Education", designed to support future foreign language teachers' linguistic self-educational activities, are characterized. It is defined that the package is an open-ended multipurpose programmatic learning system, containing didactic, methodological, informational and reference materials. The package is based on general pedagogical, ergonomic and specific principles of informatization of education. It has a dual structure, which includes two levels. The first level contains 1) lexical-informational component that provides working with lexical and theoretical material, 2) training element, which enables practicing knowledge and skills, as well as mastering methods and means of autonomous managing, regulating and correcting the process of linguistic self-education, 3) control aspect, which allows realizing independent monitoring and evaluating the degree and quality of acquired knowledge and skills. The second level considerably extends didactic possibilities and educational resources of the package. It covers a wide range of extra learning materials of theoretical and practical nature that are available both in the package itself and beyond its limits through providing the access to the "virtual reality" within external resources of global network. All the above not only makes for activating students' cognitive activity but also significantly enriches their language and sociocultural practice. The package enables comprehensive independent study of a foreign language, exercising selfdiagnostics in order to detect gaps in the student's foreign-language competence, performing intensive linguistic self-educational activities, constant monitoring the level of autonomously mastered foreign-language material, carrying out search for information, etc. Thus, the package provides optimal conditions for future foreign language teachers' linguistic selfeducational activities. Students have an opportunity to actualize the adaptive algorithm of building the individual trajectory of linguistic self-education in accordance with their psychological features and personal educational needs. It is shown that working with the package results in students' receiving an external and internal educational products, namely improving foreign-language knowledge and skills, along with gaining personal experience of linguistic self-educational activities. It is grounded by the example of the proposed package that comprehensive use of IT significantly optimizes the process of linguistic self-education.

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Research on Web-based Autonomous English Learning of Engineering Students

Cited by 14 publications

References 5 publications

A Development of the Blended Learning Model Using Edmodo for Maximizing Students’ Oral Proficiency and Motivation

A Development of the Blended Learning Model Using Edmodo for Maximizing Students’ Oral Proficiency and Motivation

The Intelligent Platform of Autonomous Learning in Post-Secondary Education

Use of It for Future Foreign Language Teachers’ Linguistic Self-Education

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