混合式学习及其对泰国职业院校学生英语阅读理解能力的影响

Alvin Espiritu Bersamin, Mark Bedoya Ulla, Aree Saripa, Korawan Suebsom, Henry E. Lemana II
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引用次数: 0

摘要

本研究旨在评估混合式学习对泰国职业教育二年级学生英语阅读理解能力的影响。研究还利用探究社区(CoI)框架考察了这些学生对混合式学习体验的满意度。泰国南部一所职业学院 2022-2023 学年第二学期的 30 名学生参与了本研究。这些学生参加了为期六周的混合式学习(BL)课程,并在课程中进行了单组前测和后测实验设计。混合式学习项目包括九个教案、英语阅读理解测试和在线满意度项目。数据分析包括配对样本 t 检验、平均值和标准差。结果显示,英语阅读理解的后测成绩明显高于前测成绩,显著性水平为 0.05。此外,在英语阅读理解测试成绩提高后,学生对混合式学习体验的平均满意度高达 4.73 分(非常满意)。会议讨论了这一研究的意义,并提出了建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Blended Learning and its Impact on English Reading Comprehension among Thai Vocational Students
This research aimed to assess the impact of blended learning on the English reading comprehension abilities of second-year Thai vocational students. It also examined how these students perceived their satisfaction regarding their blended learning experience using the Community of Inquiry (CoI) framework. Thirty students enrolled in a Thai vocational college in the southern part of Thailand during the second semester of the Academic Year 2022-2023 participated in the study. These students attended a six-week blended learning (BL) program in which they took a one-group pretest and posttest experimental design. The BL program comprised nine lesson plans, English reading comprehension tests, and online satisfaction items. Data analysis involved paired sample t-tests, mean, and standard deviations. The findings revealed that the posttest scores for English reading comprehension were significantly higher than the pretest scores at a significance level of 0.05. Furthermore, students reported a high mean score of 4.73 (very satisfied) with their blended learning experience after their improved English reading comprehension tests. Implications were discussed, and recommendations were also offered.
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