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Background of the Study
The use of blended learning in academic institutions and training programs is actively taking place, and higher education institutions invest significant resources in incorporating and maintaining the infrastructure of e-learning systems (Levy & Murphy, 2002). Higher education in the United States has been at the forefront of e-learning course offerings to date (Allen & Seaman, 2006); in 2003 offered approx. 80% of academic institutions and 95% of doctoral institutions already have at least one blended learning program (Arabasz, Boggs, & Baker, 2003); almost 80% of university courses were expected to be converted to blended courses (Dziuban, Hartman, & Moskai, 2004); and in 2006, more than 96% of large public or private higher education institutions offered some e-learning courses or e-learning programs (Allen & Seaman, 2006).
Statement of the Problem
In other words, very little attention has been paid to the learner factors and contextual factors that influence EFL learners' use of blended learning courses in colleges. To keep pace with the quantitative expansion of technology in education and to improve the quality of blended learning in college English teaching, it is necessary to identify these dominant factors.
Purpose of the Study
Constructs related to Korean EFL students' acceptance of a learning system in a blended learning environment were selected based on previous studies. Based on the related prior literature, the current study adopted seven latent constructs that would influence learning performance and proposed a theoretical research model: EFL learners' motivation, anxiety, attitude toward blended English learning, perceived ease of use, perceived usefulness, perceived interactivity, and variety blended learning system.
Research Questions and Hypothesis
This close study will provide crucial insights into effective blended learning models and applicable course designs in ELT colleges. IQ 1] What do you think are the advantages of blended learning?' [IQ 2] What do you think are the disadvantages of blended learning.
Key to Abbreviations
Structure of the Dissertation
LITERATURE REVIEW
- Definitions of Blended Learning
- Modes of Blended Learning
- Methods of Blended Learning
- Modalities of Blended Learning
- Benefits of Blended Learning
- Challenges of Blended Learning and the Solutions
The other advantage of blended learning also lies in the students' self-directed learning at their own pace (Osguthorpe & Graham 2003). However, the concern that blended learning is not a panacea for all has been expressed (Yoon & Lee, 2010).
Theories of Information Technology Acceptance
- Theory of Reasoned Action
- Social Cognitive Theory
- Technology Acceptance Model and Extended Models
- Theory of Planned Behavior
- Motivational Model
Davis conducted numerous experiments to prove the validity of perceived ease of use and perceived usefulness. These beliefs are supposed to influence attitude toward behavior, subjective norms, and perceived behavioral control, which, in turn, produce intention and behavior” (Ajzen & Fishbein, 2005, p. 195).
Affective Factors
Motivation
First, students may not see a connection between their actions and the outcomes of those actions: that is, in the state of amotivation (Deci & Ryan, 1985). The following figure describes all the different types of motivation based on the extent to which individuals are internalized, based on self-determination theory (SDT) (Ryan & Deci, 2000).
Anxiety
Attitude
Contextual Factors
Perceived Ease of Use
Similarly, many prior studies support perceived ease of use as having a significant impact on attitudes toward use and behavioral intentions (Adams, Nelson, & Todd, 1992; Davis, 1989; Venkatesh & Morris, 2000). For example, it is not clear how perceived ease of use plays a role in the technology adoption decision. Thus, the model proposed in the current study adds perceived ease of use as a direct antecedent.
Perceived Usefulness
Although perceived usefulness has been consistently identified as an important determinant in the IS literature (Klopping & McKinney, 2004), very little work has been done to confirm the role of this influential variable in different educational contexts. In particular, since perceived usefulness is such a supportive driver of behavioral intention (Venkatesh & Davis, 2000), it is very important to investigate the role of the primary driver in educational contexts. Therefore, the present research conforms to Davis's (1989) TAM assumption that perceived usefulness has a direct positive effect on individuals' behavior and grafts the construct of perceived usefulness onto a blended EFL learning environment.
Perceived Interactivity
The degree of interactivity experienced by individual learners varies, even when the institutional technology used is the same medium. As in the perception-focused definition mentioned above, 'perceived interactivity' is important not only because the interactivity perceived by learners may include interactivity as a media or system attribute; also in that the level of interactivity felt by students can be different even within the same medium (Lee & . Choi, 2002). Based on this, the current study adopted their perception of interactivity in an attempt to identify the factors influencing EFL learners using IT.
Variety
Also, as an extension of the meta-analysis of Rogers IDT, Tornatzky and Klein (1982) was conducted in order to identify the attributes of the innovation and identified 'shareability' as one of the most determining factors that mainly affects the adoption-use of the innovation. As a result of the AHP (Analytic Hierarchy Process), the most important factor was the content factors, and the relative importance of the content factors was clarity, validity, and variety of learning content in that order. Despite the quantitative wealth of instructional content and information technology, little or no research has been devoted to the application of variety as a contextual factor in both IS-related theories and ELT contexts.
RESEARCH METHODOLOGY
RH 4] The perceived ease of use of blended learning has a significant effect on the performance of EFL students.
Research Setting
Students could participate in a variety of learning activities and assignments, either online or face-to-face, for a blended learning experience. In addition, students were offered online lectures (about 30 minutes per week) for self-directed learning (SDL). The online lectures and textbook used in the course were devised by another college English major (see Appendix A).
Development of Measures
Independent Variables
The degree to which a person believes that using a particular system would be effortless. It would be difficult for me to become proficient in using a computer to learn English. The degree to which a person believes that using a particular system would increase his or her job performance.
Dependent Variable
As such, students' academic performance was quantified and total scores were percentile aggregated. Finally, all numbers were divided into five sections according to the five-point Likert scale (Likert, 1932) and coded for processing the statistical analysis. The five-interval scale should match the fashion of the rest of the measurements and be more comparable to the other variables.
Procedures of Data Collection
RESULTS
The data collected from questionnaires and interviews were statistically analyzed to answer the research questions of the study. This chapter presents a series of statistical analyzes implemented in the study in the following sequence of six sections: 1) preliminary analysis with demographics, 2) goodness-of-fit test, 3) reliability test and statistical description of measurement scales, 4) convergent and discriminant validity, 5 ) goodness-of-fit test of structural model, 6) path analysis for hypothesis testing and the discussion, 7) interview analysis and the discussion. As discussed in the previous chapter, all students took the mock TOEIC at the beginning of the semester and were allowed to fill in their own mock TOEIC scores. In terms of study hours, 38.9% of students do not usually study English, while 35.7% of them spend less than one hour per week.
Measurement Model Analysis
Goodness of Fit Test
The vast majority of students (93.7%) had never been outside the country, except for a few. The most commonly used measurement scale for assessing fit is the GFI, and a GFI value of 0.926 also indicates the fit of the measurement model; moreover, based on their criterion, 0.941 for CFI and 0.902 for TLI (NNFI) are satisfactory. Consequently, this measurement model demonstrates not only that the factor structure used in the measurement is highly valid for the measured data; but that the measurement model is a perfectly adequate model for the following analysis.
Reliability Analysis
After deleting the insufficient items, the items above the criterion were used for an autopsy.
Validity Analysis
Since all standardized parameter estimates of all indicators on their constructs reached extremely higher values than the recommended standards, this can support the evidence that the factor structure of the observed variables is well constructed. Therefore, it is concluded that the convergent validity of the measurement model is ensured in the constructs. The bold numbers on the diagonal of the matrix show the square root of the AVE, and the lower part shows the correlations.
Structural Model Assessment
Hypothesis Test
RH 4] PEOU ⇨ ACH : The perceived ease of use of the blended learning system, with 0.122 correlation, does not have a direct effect on students' English academic performance, which means that hypothesis 4 is rejected. RH 6] PI ⇨ ACH : The perceived interactivity in blended learning shows its statistical correlations of p < 0.05 significance level with English students' academic performance, indicating a correlation coefficient of 0.212 and making hypothesis 6 acceptable. Given the standard path coefficient of 0.275, the influence of motivation on performance has the largest explanation, and the influence of attention on performance is also quite large.
Discussion
However, it is not evident that not only the perceived ease of use of technology but the variety of the blended course has a direct effect on the academic achievement of EFL learners in the context of blended learning. First, perceived ease of use of the blended learning system did not show a direct effect on students' academic achievement in English. In contrast, English language learners' perceived usefulness of the blended learning system was highly correlated with academic achievement.
Learners' Perceptions on Blended learning
Advantages of Blended Learning
Above all, the highest percentage (36.8%) of the respondents reported that an advantage of the blended learning course lies in "the usefulness of online learning". On the other hand, 12.6% of students answered that what they prefer in a blended learning course is "enjoying teaching on site". Fifth, it is noteworthy that students perceive the benefits of contextual features of the blended learning system, which is perceived as user-friendly IT.
Disadvantages of Blended Learning
These responses show that learners appreciate the contextual features of blended learning systems more than expected. They revealed their preference for more variety of the system, which means that the characteristic belonging to the contextual factors may have an influence on their impression of blended learning. And anxiety level, perceived ease of system use, and variety of the blended course also have an impact on EFL learners, which was not observable in the statistical research above.
CONCLUSION
A full understanding of the individual factors is expected to produce a more effective learning environment and guide college English learners to consider incentives for using blended learning systems. There are some practical implications of this study in that its results can be used to formulate a set of guidelines that may be useful to those involved in the design and delivery of blended learning courses. Therefore, teachers must place a premium on the 'motivation factor' they must when designing and implementing blended learning courses.
Limitations
The limited number of variables used in this study cannot explain a wide range of English classrooms and cannot produce a one-size-fits-all exclusive blended learning model. In other words, the affective and contextual factors discovered in this study can be moderated by some variables: experience, volunteering, gender, major, age, etc. This study did not contain whether the individual factors are influenced by those moderating variables.
Suggestions for Future Study
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