Effects of OER-Based Multimedia Education on Elementary Students’ English Proficiency
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This study analyzes the effects of multimedia-based instruction using Open Educational Resources (OER), when taking into account various learning styles and English proficiency levels of elementary school students. A total of 94 students participated in the study, with 47 in the experimental group and 47 in the control group. The experimental group received instruction using edited audio and video clips taken from OER, as well as using AI-based materials. In contrast, the control group completed class content as normal, relying on only the regular textbook and CD. The statistical analysis revealed no significant difference of post-test score between the control and experimental groups. While the results did not successfully demonstrate the effects of OER-based multimedia education, it should not be concluded that OER is not effective in the teaching of English. It was found from the in-depth interview with the participating teacher and students that the new teaching method was appealing to the students, and encouraged active participation by the students. More research is needed in this area and it is important to consider in future studies the issues of teacher preparation, software usage, and test item development to determine if there is any positive effect of OER-based multimedia education.
Abstract
This study analyzes the effects of multimedia-based instruction using Open Educational Resources (OER), when taking into account various learning styles and English proficiency levels of elementary school students. A total of 94 students participated in the study, with 47 in the experimental group and 47 in the control group. The experimental group received instruction using edited audio and video clips taken from OER, as well as using AI-based materials. In contrast, the control group completed class content as normal, relying on only the regular textbook and CD. The statistical analysis revealed no significant difference of post-test score between the control and experimental groups. While the results did not successfully demonstrate the effects of OER-based multimedia education, it should not be concluded that OER is not effective in the teaching of English. It was found from the in-depth interview with the participating teacher and students that the new teaching method was appealing to the students, and encouraged active participation by the students. More research is needed in this area and it is important to consider in future studies the issues of teacher preparation, software usage, and test item development to determine if there is any positive effect of OER-based multimedia education.
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