Analysis of Hybrid Course Integrated with Content-Based Language Teaching
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The goal of this study is to determine how each different factor of coursework influences a learner’s academic achievements in a Hybrid Course (HC) integrated with Content-Based Language Teaching (CBLT). The survey results show each of the different factors of HC integrated with CBLT influences students’ academic achievements in a different manner. In method awareness, students’ academic performances were highly coordinated with their understanding of the way the coursework was implemented. In the students’ aims for the course elements, the questionnaire identified the students’ priorities over their coursework elements in terms of content and language. The survey results show there was little obvious difference in the students’ priorities in the course elements. However, the correlation of academic achievements was higher on content than on language. The results imply that content was the more important factor in determining students’ achievements. In order to measure students’ perception on effectiveness, four coursework elements were sorted out; namely, lectures, textbook, supplements, and homework. The survey shows that there was little preference of one over the others among them. The knowledge of factor influence can be a base for more appropriate pedagogical course integrating a specific delivery method such as HC and a teaching method such as CBLT.
Abstract
The goal of this study is to determine how each different factor of coursework influences a learner’s academic achievements in a Hybrid Course (HC) integrated with Content-Based Language Teaching (CBLT). The survey results show each of the different factors of HC integrated with CBLT influences students’ academic achievements in a different manner. In method awareness, students’ academic performances were highly coordinated with their understanding of the way the coursework was implemented. In the students’ aims for the course elements, the questionnaire identified the students’ priorities over their coursework elements in terms of content and language. The survey results show there was little obvious difference in the students’ priorities in the course elements. However, the correlation of academic achievements was higher on content than on language. The results imply that content was the more important factor in determining students’ achievements. In order to measure students’ perception on effectiveness, four coursework elements were sorted out; namely, lectures, textbook, supplements, and homework. The survey shows that there was little preference of one over the others among them. The knowledge of factor influence can be a base for more appropriate pedagogical course integrating a specific delivery method such as HC and a teaching method such as CBLT.
참고문헌 (21)
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