Implementation of instructional methods and learners’ views in online/offline business English classes.
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This study explores the participants’ views on online and offline learning, and effects of blended learning in business English classes. Participants were sixty three university students in Korea, and the study was conducted in two general English classes. The materials used for online and offline teaching were the online website, “Global Business English for Jobs” which provided various and interesting business content. Two different instructional methods were applied in both classes. Students in one class previewed the online materials before they came to the class. In contrast, students in another class learned the content together in the class; then reviewed the materials again online at home. To verify the effects of each type of instructional method, the quizzes students took every class were analyzed through descriptive statistical analysis. Moreover, three questionnaires and in-depth interviews were administered. The findings revealed that most participants were quite satisfied with the blended learning teaching methods, and previewing instead of reviewing was considered as a preferable learning method for improving their language skills in the blended learning situations. Pedagogical implications and limitations are discussed.
Abstract
This study explores the participants’ views on online and offline learning, and effects of blended learning in business English classes. Participants were sixty three university students in Korea, and the study was conducted in two general English classes. The materials used for online and offline teaching were the online website, “Global Business English for Jobs” which provided various and interesting business content. Two different instructional methods were applied in both classes. Students in one class previewed the online materials before they came to the class. In contrast, students in another class learned the content together in the class; then reviewed the materials again online at home. To verify the effects of each type of instructional method, the quizzes students took every class were analyzed through descriptive statistical analysis. Moreover, three questionnaires and in-depth interviews were administered. The findings revealed that most participants were quite satisfied with the blended learning teaching methods, and previewing instead of reviewing was considered as a preferable learning method for improving their language skills in the blended learning situations. Pedagogical implications and limitations are discussed.
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