A randomized controlled trial comparing computer-aided learning with versus without tuition/lecture in promoting...

Area of Science:

• Educational Technology
• Applied Linguistics
• Second Language Acquisition

Background:

• Computer-assisted learning (CAL) offers flexible self-paced learning opportunities.
• The effectiveness of CAL in improving English error detection skills, particularly for nonnative speakers, requires further investigation.
• Integrating traditional teaching methods with digital tools may enhance learning outcomes.

Purpose of the Study:

• To compare the effectiveness of computer-assisted learning (CAL) for English error detection among Thai high school students.
• To evaluate the impact of supplementary tuition/lecture alongside CAL on test scores.
• To determine if CAL alone is sufficient for improving English proficiency in this demographic.

Main Methods:

• A prospective, randomized controlled study involving 69 grade-12 students from a Thai secondary school.
• Students were assigned to either a CAL program with or without tuition/lecture over a 3-week period.
• English error identification was assessed using a 25-question pre-test and post-test within a 1-month interval.

Main Results:

• Both learning methods (CAL with and without tuition) resulted in statistically significant improvements in post-test scores.
• The group receiving CAL combined with tuition/lecture showed significantly greater improvements in post-test scores.
• A higher proportion of students in the CAL plus tuition group demonstrated improved scores, with statistical significance.

Conclusions:

• Tuition/lecture significantly facilitates self-learning when used in conjunction with CAL.
• For nonnative English-speaking high school students, traditional tuition/lecture appears necessary to enhance English proficiency.
• Computer-assisted learning should be viewed as a supplementary tool rather than a replacement for conventional teaching methods.