ponlak pantahachart faculty of applied arts
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The Effectiveness of Supplemental Online vs. Traditional Tutorials on Students’ English Proficiency and Learning Achievement. Ponlak Pantahachart Faculty of Applied Arts King Mong kut’s University of Technology North Bangkok, Thailand. Outline. Background Objectives Hypotheses Scope - PowerPoint PPT PresentationTRANSCRIPT
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The Effectiveness of Supplemental Online vs. Traditional Tutorials on Students’ English Proficiency and Learning Achievement
Ponlak Pantahachart
Faculty of Applied ArtsKing Mongkut’s University of
Technology North Bangkok, Thailand
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Outline
1. Background2. Objectives3. Hypotheses4. Scope5. Significance of the study6. Literature reviews
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Outline
7. Methodology8. Supplemental online and traditional tutorials9. Results10.Conclusion and discussion11. Suggestions
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Background of the Study English 1 course Students’ English proficiency Lack of electronic instructional media Lack of motivation in learning English
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Research Questions
1. Do supplemental online and traditional tutorials cause differences in learners’ English language proficiency?
2. Do supplemental online and traditional tutorials cause differences in learners’ learning achievement in English 1 course?
3. What are the learners’ attitudes towards the supplemental online and traditional tutorials?
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Objectives The effects of supplemental online and
traditional tutorials towards the students’ English language proficiency
The effects of supplemental online and traditional tutorials towards the students’ learning achievement in English 1 course
The students’ attitudes towards supplemental online and traditional tutorials
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1. Average English proficiency test scores
2. Average learning achievement scores
Hypotheses
XXH ltraditionaonline 111 :
XXH ltraditionaonline 222 :
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Scope of the Study Population
controlled and experimental groupsEnglish 1 courseNew Inside Out (Pre-Intermediate)
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Scope of the Study
Data AnalysisEnglish proficiency test (pre/post)Midterm and final examsStudent attitudes
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Definitions of Terms Supplemental online tutorial
http://insideouttutorial.net Supplemental traditional tutorial
New Inside Out exercises English language proficiency Learning achievement
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Significance of the Study Learners’ option for self-access learning A way of teaching or evaluation Positive attitudes Motivation To understand the class contents
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Literature Reviews English language proficiency Learning achievement Online and traditional methods
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Related Studies The effectiveness of a supplemental online
tutorial vs. tradition instruction Zubas, P., Heiss, C. & Pedersen, M. (2006)
Internet-based learning Cook, D. A. et. al. (2008)
The effects of online instruction on students’ achievement Al-Jarf, R.S.(2005)
Computer vs. workbook instruction Nagata, N. (1996)
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Methodology Subjects Research Tools Data Collection
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Subjects First-year undergraduate students Course: English 1 (academic year 1/2009) Groups: controlled and experimental
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Research Tools Pretest and posttest (proficiency test) Midterm and final exams Supplemental online tutorial Supplemental traditional tutorial Questionnaires Interview
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Research Tools Pretest and posttest (proficiency test)
Sukamolson, S. (2000)
Midterm and final examsContent from New Inside Out (Pre-
Intermediate)
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Supplemental Online Tutorial
Go to http://insideouttutorial.net
log in (with given username & password)
Do the exercises
Get immediate feedback
Check their scores
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Supplemental Traditional Tutorial
Students received the tutorial.
They handed it in the following week.
They received the answer key.
Possible questions and answers
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Research Tools Questionnaires
Attitudes towards doing tutorials in English 1 course
Attitudes towards supplemental online/traditional tutorials
Attitudes towards the formats and styles of the tutorials
Interview
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Data Collection Simple random sampling The students took the proficiency test (pretest). Divided them into controlled and experimental
groups Same teaching methods and lesson plans Controlled group (supplemental traditional
tutorial) Experimental group (supplemental online
tutorial)
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Data Collection (continued) Posttest Questionnaires Interview Data analysis
Test of normality Independent t-testMean and S.D.
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Results English language proficiency Learning achievement Attitudes towards supplemental
online/traditional tutorials
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English Language Proficiency
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Learning Achievement Midterm exam
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Learning Achievement Final exam
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Attitudes (Supplemental Online Tutorial)
1 - 14 15 - 36 37 - 50
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Usefulness of tutorial Satisfaction with the supplemental
online tutorial Formats and styles
Attitudes (Supplemental Online Tutorial)
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Attitudes (Supplemental Traditional Tutorial)
1 - 14 15 - 37 38 - 50
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Usefulness of tutorial Satisfaction with the supplemental
traditional tutorial Formats and styles
Attitudes (Supplemental Traditional Tutorial)
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Conclusion & Discussion English language proficiency Learning achievement
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English Language Proficiency
• No statistically significant difference• Content of the tutorials• Effects on students’ language proficiency
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Learning Achievement
Midterm Final
• Statistically significant difference• Content familiarity (Al-Shumaimeri, Y. A. N.,2006)• Format and styles of the tutorials
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Suggestions Add one more experimental group exposed
to both supplemental online and traditional tutorials
Add one more group without tutorials
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Limitations Facilities Self-access learning skills Motivation
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