THE EFFECT OF BLENDED LEARNING TOWARDS PUPILS’ VOCABULARY DEVELOPMENT AND MOTIVATION IN AN ESL CLASSROOM

IF 0.5 Q3 AREA STUDIES

Journal of Nusantara Studies (JONUS) Pub Date : 2023-01-31 DOI:10.24200/jonus.vol8iss1pp406-428

Andy Lim Teik Hong, M. Stapa

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引用次数: 0

Abstract

Background and Purpose: Vocabulary is the fundamental aspect of a language. However, second language (L2) learners often perceive vocabulary learning as boring and difficult. As such, various efforts must be made by teachers to empower pupils’ vocabulary base to be able to be competent in the target language. Hence, this study attempts to address the use of blended learning on pupils’ vocabulary development and motivation. Methodology: This research adopted the quantitative research design. The research participants consisted of two classes of primary school pupils chosen through purposive sampling. The pupils were divided into the experimental group and the control group. The instruments used were pre-test, post-test, and questionnaires. An independent t-test was used to compare the mean score to see any significant difference in terms of pupils’ pre-test and post-test scores whereas mean interpretation was used to determine pupils’ level of motivation. Findings: The results revealed that pupils who learned through blended learning performed better in terms of vocabulary development compared to the pupils who learned through traditional learning. Similarly, pupils have high motivation towards blended learning instructions. It is apparent that pupils become motivated learners when their need for autonomy, competence, and relatedness are fulfilled. Contributions: This research aids teachers in constructing suitable blended learning environments for content delivery as an alternative way for students to interact with information in preparation for classroom work. Keywords: Blended learning, vocabulary development, motivation, ESL classroom, purposive sampling. Cite as: Teik Hong, A. L., & Stapa, M. (2023). The effect of blended learning towards pupils’ vocabulary development and motivation in an ESL classroom. Journal of Nusantara Studies, 8(1), 406-428. http://dx.doi.org/10.24200/jonus.vol8iss1pp406-428

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混合式学习对esl课堂学生词汇发展和学习动机的影响

背景与目的:词汇是语言的基本组成部分。然而，第二语言学习者通常认为词汇学习是无聊和困难的。因此，教师必须做出各种努力，使学生的词汇基础能够胜任目标语言。因此，本研究试图探讨混合式学习对小学生词汇发展和动机的影响。方法:本研究采用定量研究设计。研究对象为两个班的小学生，通过有目的的抽样选择。学生被分为实验组和对照组。使用的工具有前测、后测和问卷。使用独立t检验来比较平均分，以查看学生测试前和测试后分数的显着差异，而使用平均解释来确定学生的动机水平。结果表明，采用混合学习方式学习的学生在词汇发展方面的表现优于传统学习方式学习的学生。很明显，当学生对自主性、能力和关系的需求得到满足时，他们就会成为积极的学习者。贡献:本研究帮助教师构建适合内容交付的混合学习环境，作为学生在准备课堂作业时与信息交互的另一种方式。关键词:混合式学习，词汇发展，动机，ESL课堂，目的抽样。引用自:洪泰克，A. L.和Stapa, M.(2023)。混合式学习对ESL课堂学生词汇发展和学习动机的影响。中国农业科学学报，28(1)，444 - 444。http://dx.doi.org/10.24200/jonus.vol8iss1pp406-428

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来源期刊

Journal of Nusantara Studies (JONUS) AREA STUDIES-

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20.00%

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