Abstract
Taiwanese learners find it hard to communicate with others in English in their daily lives because of living in an EFL environment. However, ICT and blended learning have recently been recognised as being beneficial to English learners who live in a non-English-speaking country due to the formation of a virtual native-like setting based on online learning. The purpose of this research is to assess whether teaching English conversation in both online and offline settings can improve learners’ communicative performance as well as feedback from both instructors and learners. A pre-experimental method was used to investigate the effect of blended learning on the English speaking and listening performance of 136 participants, who were divided into 3 groups and invited to join an 18-week English conversation course based on both face-to-face teaching and online learning. The data was collected and analysed from the students’ pre-test and post-test scores, a questionnaire survey and semi-structured interviews. As expected, the results indicated that blended learning had an overall positive effect on the students’ English conversation performance. The students themselves had a positive attitude toward the blended course arrangement and agreed that blended learning supported their learning of English conversation, while the instructors also indicated that the online course had helped the students’ learning of English conversation to some extent. However, more supportive policies are required for a more comprehensive implementation of blended learning. All in all, Hitutor was employed in this study to design a blended English conversation course and demonstrate its positive effect. Non-English native speakers can overcome the restriction of an EFL learning environment with both traditional lectures and ICT.
Similar content being viewed by others
Explore related subjects
Discover the latest articles, news and stories from top researchers in related subjects.Data availability
Not applicable.
References
AlKhaleel, A. (2019). The advantages of using blended learning in studying English as a foreign language at the University of Tabuk. Modern Journal of Language Teaching Methods, 9(2),1–7.
Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260–267.
Anthony, B., Kamaludin, A., Romli, A., Raffei, A. F. M., Abdullah, A., Ming, G. L., et al. (2019). Exploring the role of blended learning for teaching and learning effectiveness in institutions of higher learning: An empirical investigation. Education and Information Technologies, 24(6), 3433–3466.
Asad, M. M., Hussain, N., Wadho, M., Khand, Z. H., & Churi, P. P. (2020). Integration of e-learning technologies for interactive teaching and learning process: an empirical study on higher education institutes of Pakistan. Journal of Applied Research in Higher Education. https://doi.org/10.1108/JARHE-04-2020-0103
Azizinezhad, M., & Hashemi, M. (2013). A look at the status of computer assisted language learning and its applications. Procedia-Social Behavioral Sciences, 93(93), 121–124.
Bateson, G., & Daniels, P. (2012). Diversity in technologies. In G. Stockwell (Ed.), Computer-assisted language learning: Diversity in research and practice. New York: Cambridge University Press.
Bi, X., & Shi, X. (2019). On the effects of computer-assisted teaching on learning results based on blended learning method. International Journal of Emerging Technologies in Learning, 14(01), 58–70.
Bielawski, L., & Metcalf, D. S. (2003). Blended elearning: Integrating knowledge, performance, support, and online learning. Massacusetts: HRD Press Inc..
Bly, S. A., Harrison, S. R., & Irwin, S. (1993). Media spaces: Bringing people together in a video, audio, and computing environment. Communications of the ACM, 36(1), 28–48.
Chang, V. W.-C. (2006). English language education in Taiwan: A comprehensive survey. Educational Resources and Research, 69, 129–144.
Chen, S.-C. (2014). Taiwanese English education under globalisation: Policy, teaching, and achievement [全球化下的臺灣英文教育: 政策, 教學及成果]. Educators and Professional Development, 31(2), 7–20.
Chen, S., & Tsai, Y. (2012). Research on English teaching and learning: Taiwan (2004–2009). Language Teaching, 45(2), 180–201.
Chen, S.-L., & Wu, C.-H. (2009). A study of curriculum design and teaching problems of Department of Applied Japanese of four-year institute of technology. Hsiuping Journal of Humanities and Social Sciences, 13, 1–28.
Chern, C. L. (2002). English language teaching in Taiwan today. Asia Pacific Journal of Education, 22(2), 97–105.
Cohen, J. (2013). Statistical power analysis for the behavioral sciences. New York: New York University.
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantative, qualitative, and mixed methodologies. Oxford/New York: Oxford University Press.
Edward, C. N., Asirvatham, D., & Johar, M. G. M. (2018). Effect of blended learning and learners’ characteristics on students’ competence: An empirical evidence in learning oriental music. Education and Information Technologies, 23(6), 2587–2606.
Esani, M. (2010). Moving from face-to-face to online teaching. American Society for Clinical Laboratory Science, 23(3), 187–190.
Faul, F., Erdfelder, E., Lang, A.-G., & Buchner, A. (2007). G* power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39(2), 175–191.
Gadermann, A. M., Guhn, M., & Zumbo, B. D. (2012). Estimating ordinal reliability for Likert-type and ordinal item response data: A conceptual, empirical, and practical guide. Practical Assessment, Research & Evaluation, 17(3), article 3.
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. Internet and Higher Education, 7, 95–105.
Ghasemi, B., & Hashemi, M. (2011). ICT: Newwave in English language learning/teaching. Procedia-Social Behavioral Sciences, 15, 3098–3102.
Grabe, M., & Grabe, C. (2005). Integrating Technology for Meaningful Learning. USA: Houghton Mifflin College.
Hitutor (2018). About us. https://tw.hitutoracdm.com/about-us.php#about_us. Accessed 23 Dec 2019.
Hymes, D. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics (pp. 269–293). Harmondsworth: Penguin.
Ju, S. Y., & Mei, S. Y. (2018). Perceptions and practices of blended learning in foreign language teaching at USIM. European Journal of Social Sciences Education Research, 12(1), 170–176.
Kabilan, M. K., Ahmad, N., & Abidin, M. J. Z. (2010). Facebook: An online environment for learning of English in institutions of higher education? The Internet and Higher Education, 13(4), 179–187.
Krashen, S. (2003). Dealing with English fever In The twelfth international symposium on English teaching (pp. 100–108). Taipei: Crane Publishing Company.
Krippendorff, K. (2018). Content analysis: An introduction to its methodology. London: Sage publications.
Lai, C., Shum, M., & Tian, Y. (2016). Enhancing learners’ self-directed use of technology for language learning: The effectiveness of an online training platform. Computer Assisted Language Learning, 29(1), 40–60.
Levy, M. (1997). Computer-assisted language learning: Context and conceptualization. Oxford: Oxford University Press.
Lin, C. S. (2014). 心理與教育統計學 [psyche and educational statistics]. Taipei: Tunghwa.
Lin, C. C., Lin, V., Liu, G. Z., Kou, X., Kulikova, A., & Lin, W. (2019). Mobile-assisted reading development: a review from the Activity Theory perspective. Computer Assisted Language Learning, 1–32. https://doi.org/10.1080/09588221.2019.1594919.
Lind, D. A., Marchal, W. G., & Wathen, S. A. (2006). Basic statistics for business & economics. Boston: McGraw-Hill/Irwin.
Liu, T. Y. (2009). A context-aware ubiquitous learning environment for language listening and speaking. Journal of Computer Assisted Learning, 25(6), 515–527.
Liu, K. (2017). Design and application of an online english self-learning platform. International Journal of Emerging Technologies in Learning, 12(08), 4–13.
Mayr, S., Erdfelder, E., Buchner, A., & Faul, F. (2007). A short tutorial of GPower. Tutorials in quantitative methods for psychology, 3(2), 51–59.
McCarthy, M. A., & Murphy, E. A. (2010). Blended learning: beyond initial uses to helping to solve real-world academic problems. Journal of College Teaching Learning, 7(5), 67–70.
Mertens, D. M. (1998). Research methods in education and psychology: Integrating diversity with quantitative approaches. London: Sage Publications.
Mulyono, H. J. T. E. W. T. (2016). Using Quipper as an online platform for teaching and learning English as a foreign language. Teaching English with Technology, 16(1), 59–70.
Nunan, D. (1992). Research methods in language learning. Cambridge: Cambridge University Press.
Ogata, H., Akamatsu, R., & Yano, Y. (2004). Computer supported ubiquitous learning environment for vocabulary learning using RFID tags. Paper presented at TEL2004, (Technology Enhanced Learning 2004).
Pachler, N., Cook, J., & Bachmair, B. (2010). Appropriation of mobile cultural resources for learning. International Journal of Mobile Blended Learning, 2(1), 1–21.
Ratnaningsih, D., Purba, D., Wiratno, D., & Nofandi, F. (2019) The influence of Computer-Assisted Language Learning (CALL) to improve English speaking skills. In English Linguistics, Literature, and Language Teaching in a Changing Era: Proceedings of the 1st International Conference on English Linguistics, Literature, and Language Teaching (ICE3LT 2018), September 27–28, Yogyakarta, Indonesia, 2019 (pp. 144): Routledge.
Robson, C. (2002). Real world research (2ed.). Oxford: Blackwell Publishing.
Saltan, F. (2017). Blended learning experience of students participating pedagogical formation program: Advantages and limitation of blended education. International Journal of Higher Education, 6(1), 63–73.
Tafazoli, D. (2019). Attitude towards computer-assisted language learning: Do gender, age and educational level matter? Teaching English with Technology, 19(3), 22–39.
Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach's alpha. International Journal of Medical Education, 2, 53–55.
Teacher A (2019). Comments and suggestions about the blended designed course with Hitutor. In C Wang (Ed.).
Teacher B (2019). Comments and suggestions about the blended designed course with Hitutor. In C Wang (Ed.).
Teacher C (2019). Comments and suggestions about the blended designed course with Hitutor. In C Wang (Ed.).
Towndrow, P. A., & Cheers, C. (2003). Learning to communicate effectively in English through blended e-learning. Teaching and learning, 24(1), 55–66.
Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40(3), 191–210.
Wang, C.-Y. (2016). English education in an examination-driven environment: the teaching and learning of prepositions in Taiwan. Journal of Applied English, (9), 89–138.
Wang, N., Chen, J., Tai, M., & Zhang, J. (2019). Blended learning for Chinese university EFL learners: Learning environment and learner perceptions. Computer Assisted Language Learning, 1–27. https://doi.org/10.1080/09588221.2019.1607881.
Yu, C.F. (2008). A study on the freshman English remedial program that employs blended-teaching/learning. Soochow Journal of Foreign Languages and Literatures, 26, 1–29.
Zhang, Y., Hedo, R., Rivera, A., Rull, R., Richardson, S., & Tu, X. M. (2019). Post hoc power analysis: Is it an informative and meaningful analysis? General Psychiatry, 32(4), e100069.
Zumor, A. W. Q. A., Feffai, I. K. A., Eddin, E. A. B., & Al-Raham, E. H. A. (2013). EFL students’ perceptions of a blended learning environment: Advantages, limitations and suggestions for improvement. English Language Teaching, 6(10), 95–109.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of interest
The author states that there is no conflict of interest.
Code availability
Not applicable.
Additional information
Publisher’s note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Wang, C. Employing blended learning to enhance learners’ English conversation: A preliminary study of teaching with Hitutor. Educ Inf Technol 26, 2407–2425 (2021). https://doi.org/10.1007/s10639-020-10363-5
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10639-020-10363-5