在线学习与传统学习对EFL听力技能的影响:混合模式课堂视角
Mohammad Owais Khan1, Sakeena Khan2
1Department of English, College of Languages and Translation, Najran University, Najran, Saudi Arabia.
Heliyon
|April 4, 2024
概括
与传统方法相比,在线学习显著提高了英语外语 (EFL) 学生的学术成绩. 这项研究发现,EFL学习者的成绩没有基于性别的差异.
科学领域:
- 教育技术的教育技术
- 应用语言学 应用语言学
- 获得第二语言的学习.
背景情况:
- 在线学习日益普及,需要对其对学业成绩的影响进行审查.
- 英语语言教学 (ELT) 的研究表明,人们对比虚拟和传统的教学方法越来越感兴趣.
- 了解不同学习模式的有效性对于优化英语外语 (EFL) 教育至关重要.
研究的目的:
- 调查虚拟与传统学习对EFL学生学术成绩的影响.
- 为了确定在线或传统的学习环境是否在EFL听力技能发展方面产生更好的结果.
- 从学生绩效数据和教师在线和传统ELT的观点中收集见解.
主要方法:
- 一个实验研究设计被使用30对EFL学生在Najran大学.
- 通过对照组 (传统学习) 和实验组 (在线学习) 进行的前后测试收集数据.
- 与20名EFL听力技能的教师进行了半结构化访谈,以收集定性数据.
主要成果:
- 实验组 (在线学习) 的学业表现明显优于对照组 (传统学习).
- 根据学生的性别,在学业成绩上没有发现统计学意义上的差异.
- 定性分析强调了灵活性,可访问性和沟通作为在线学习的好处,同时指出了诸如有限的互动和潜在的动机下降等挑战.
结论:
- 在线学习可以成为提高EFL学生学业成绩的有效途径,特别是在听力技能方面.
- 虽然在线学习提供了优势,但必须仔细考虑潜在的缺点,例如减少面对面的互动.
- 建议进行进一步的研究,纳入额外的变量,以全面了解在线与传统的EFL教学之间的细微差别.
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