the effectiveness of supplemental online vs. traditional tutorials on students’ english...
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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 Mongkut’s University of Technology North Bangkok, Thailand
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Outline
1. Background
2. Objectives
3. Hypotheses
4. Scope
5. Significance of the study
6. Literature reviews
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Outline
7. Methodology
8. Supplemental online and traditional tutorials
9. Results
10.Conclusion and discussion
11. 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
Populationcontrolled 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 tutorialhttp://insideouttutorial.net
Supplemental traditional tutorialNew 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
QuestionnairesAttitudes towards doing tutorials in English 1
courseAttitudes towards supplemental
online/traditional tutorialsAttitudes 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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