The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Teaching English Grammar in a Hybrid Academic ESL Course: A Mixed Methods Study
Abstract
This study investigates whether hybrid instruction can positively affect the development of learners' knowledge of English grammar and editing skills, as well as whether learners have positive perceptions of the hybrid design. The study was conducted in two sections of an English grammar and editing skills class. One section was designed as a hybrid course while the other was a traditional face-to-face (f2f) class. To determine the effectiveness of hybrid instruction, a quasi-experimental design with a pre- and posttest was used. To investigate learner perceptions of the hybrid design, learners were asked to complete a questionnaire and participate in a focus group. The results indicate that after the treatment there were negligible differences between the two groups in terms of their knowledge of English grammar and editing skills. The learners had positive perceptions of the hybrid design and offered some suggestions for improving course effectiveness.
Related Content
|
Aravind B. R., Bhuvaneswari G., S. Suman Rajest.
© 2023.
11 pages.
|
|
P. S. Venkateswaran.
© 2023.
11 pages.
|
|
Ahmet Erdost Yastibaş.
© 2023.
18 pages.
|
|
Jayakumar Padmanabhan, S. Suman Rajest, J. Josephin Veronica.
© 2023.
13 pages.
|
|
Tribhuwan Kumar.
© 2023.
14 pages.
|
|
Ahmet Erdost Yastibaş.
© 2023.
17 pages.
|
|
Ana Nobre.
© 2023.
17 pages.
|
|
|