Implementation of Smartphone-based Blended Learning in an EFL Undergraduate Grammar Course
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As smartphones are currently the most widely used mobile device (Jung, 2012), using them and theirapplications for language learning is increasingly being researched. The current study investigated the effectof using the smartphone application Band in blended learning for developing Korean EFL learners’ Englishgrammar skills. The research questions are: 1) Does the use of a smartphone application (Band) in blendedlearning affect students’ development of grammar skills? 2) What are the general perceptions of studentstowards smartphone-based blended learning? 3) What are the advantages and disadvantages of usingsmartphones in blended learning? To triangulate the findings, both qualitative and quantitative methods,specifically, a pre/post-test, a questionnaire, and interviews were used to collect data. The research findingsshowed that the adoption of the smartphone application Band in blended learning was effective indeveloping students’ grammar skills. The experimental group significantly outperformed the control groupin grammar development. In addition, students had an overall positive attitude and perspective towardsmartphone use in their blended learning environment. Smartphone-based blended learning extendedlearning opportunities beyond the traditional classroom and increased students’ involvement in learningactivities. Additional advantages and disadvantages of using smartphone applications in blended learningwere also reported in this study.
Abstract
As smartphones are currently the most widely used mobile device (Jung, 2012), using them and theirapplications for language learning is increasingly being researched. The current study investigated the effectof using the smartphone application Band in blended learning for developing Korean EFL learners’ Englishgrammar skills. The research questions are: 1) Does the use of a smartphone application (Band) in blendedlearning affect students’ development of grammar skills? 2) What are the general perceptions of studentstowards smartphone-based blended learning? 3) What are the advantages and disadvantages of usingsmartphones in blended learning? To triangulate the findings, both qualitative and quantitative methods,specifically, a pre/post-test, a questionnaire, and interviews were used to collect data. The research findingsshowed that the adoption of the smartphone application Band in blended learning was effective indeveloping students’ grammar skills. The experimental group significantly outperformed the control groupin grammar development. In addition, students had an overall positive attitude and perspective towardsmartphone use in their blended learning environment. Smartphone-based blended learning extendedlearning opportunities beyond the traditional classroom and increased students’ involvement in learningactivities. Additional advantages and disadvantages of using smartphone applications in blended learningwere also reported in this study.
참고문헌 (33)
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