Teaching English Grammar in a Hybrid Academic ESL Course

View Sample PDF

Author(s): Tülay Dixon (University of Utah Asia Campus, South Korea)and MaryAnn Christison (University of Utah, USA)
Copyright: 2018
Pages: 21
Source title: Applications of CALL Theory in ESL and EFL Environments
Source Author(s)/Editor(s): James Perren (Alliant International University, USA), Kenneth B. Kelch (Alliant International University, USA), Jin-suk Byun (Alliant International University, USA), Seth Cervantes (Alliant International University, USA)and Setareh Safavi (Alliant International University, USA)
DOI: 10.4018/978-1-5225-2933-0.ch009

Keywords: Education / Educational Technologies / Information Science Reference / Web-Based Teaching & Learning

Purchase

View Teaching English Grammar in a Hybrid Academic ESL Course on the publisher's website for pricing and purchasing information.

Abstract

This study investigates whether hybrid instruction has a positive effect on the development of students' 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 employed. To investigate learner perceptions of the hybrid design, learners completed a questionnaire and participated in a focus group. The results indicate that there was no significant difference between the two groups in terms of their knowledge of English grammar and editing skills after the treatment. The learners had positive perceptions of the hybrid design and also offered some suggestions for improving course effectiveness.

The IRMA Community

Research IRM

Teaching English Grammar in a Hybrid Academic ESL Course

Purchase

Abstract

Related Content

IRMA Sponsors