This study attempts to initiate discussions on integrating the concepts of smart classroom and active learning into general English course design. It examines students' learning outcomes after studying a general English course involving ICT integration, integrated-skills approach, and formative assessment, developed from the concepts of smart classroom and active learning. The data were collected during the 3rd academic term (January-May 2018) that consisted of students' pre-and posttests scores on vocabulary, listening, grammar, reading and writing. There were 983 students (77.8% female and 22.2% male) involved with various educational backgrounds and English proficiency levels. The data were examined by using paired-samples t-test, independent t-test, one-way ANOVA and analyses of students' improvement by changes of levels. The results indicate significant differences in students' scores in total and across skills. These results shed light on curriculum and course design with regards to the integration of ICT, integrated-skills approach, and formative assessment.
Despite the growing interest in using online quizzes with Student Response System (SRS) for assessment, knowledge and empirical evidence about learner acceptance and risk of cheating are still limited in the literature. Hence, to address such gaps, this study explored Thai EFL learner acceptance and perceived risk of cheating of using Socrative for vocabulary tests. The participants (N = 461, 77.4% female, 22.6% male) attended a General English (GE) course that required them to learn fifty English words every week. The vocabulary tests took place in the first ten minutes of the class for ten weeks delivered by using Socrative. At the end of the course, this study investigated learner acceptance and perceived risk of cheating using a set of survey constructed based on Davis (1989) and collected the data of vocabulary learning outcomes and proficiency levels. The data were, then, analysed by using independent t-test, correlation, and multiple regression analyses. The results indicated Thai EFL learner acceptance of Socrative with the risk of cheating during vocabulary tests. Learner acceptance was influenced by proficiency level and predicted a small amount of learning outcomes. These results have some implications for instructional course designs adopting online quizzes for testing.
One of the persistent challenges in vocabulary teaching is that EFL students must learn a certain number of words to operate in English, yet class time is limited. While the usage of gamification applications may alleviate some of these issues, research on the usefulness of gamification apps and their potential to assist student vocabulary learning outside of the classroom is currently limited. This study used a quasi-experimental method to investigate the effects of gamified vocabulary learning using an application called Quizizz. It compared the learning outcomes of experimental and control groups, as well as the usefulness of gamification in boosting learner autonomy in vocabulary learning. Multiple independent t-tests revealed non-significant differences between students’ overall vocabulary test results in both groups (t (2, 98) = 1.920, p = 0.06) with a modest effect size (Cohen’s d = 0.3). Significant differences were noticed in the results of vocabulary tests 2 (t (2, 98) = 3.229, p = 0.002) and 4 (t (2, 98) = 3.465, p = 0.001), where the students in the experimental groups achieved higher scores (M = 13.63 and M = 12.60), yet no significant differences were noted in the results of vocabulary tests 1 and 2. Significant changes occurred in students’ perceptions of the application of gamification as a means for facilitating training (t (1, 49) = 2.269, p = 0.03) with a modest effect size (Cohen’s d = 0.2). Nonetheless, their perceptions of the use of gamification for enhancing learner autonomy in vocabulary learning did not significantly change before and after the interventions (t (1, 49) = 1.652, p = 1.05) with a very small effect size (Cohen’s d = 0.2). For pedagogy and research, the findings enhance our understanding that gamification apps can be integrated into vocabulary learning to facilitate vocabulary study and foster the growth of learner autonomy, yet utilizing a non-specifically built app for vocabulary learning may not produce better results than those who do not receive gamification support, even if learning outcomes remain good. More research exploring the impacts of integrating a non-specifically built app into English language teaching and learning is needed.
The COVID-19 epidemic has compelled educational institutions worldwide to implement online learning while maintaining the same level of quality as face-to-face instruction. The majority of universities in Indonesia offer TOEFL preparation classes to undergraduate students, and the outbreak has had an effect on how those courses are delivered. However, there is a dearth of research on the most effective instructional strategies for delivering an online TOEFL preparation course to a large number of students who have no prior experience with online learning. Thus, this study examined the integration of task- and game-based learning into an online TOEFL preparation course taught at two Indonesian institutions over the period of twenty online class meetings totaling 40 class hours. It involved undergraduate students (N = 48) from Politeknik Perkeretaapian Indonesia Madiun's Railway Mechanical Technology study program and Universitas Muhadi Setiabudi's Management study program.
The purpose of this study is to measure the impact of international scholarship programs for social justice – a case study of the Ford Foundation International Fellowships Program (IFP), the first model of scholarships for social justice. The human capability approach advanced by Amartya Sen is selected to conceptualize the measurement of the impacts. This study attempts to propose an alternative approach, which allows scholarship sponsors to see scholarship impact on the matter of people’s capabilities, rather than economic growth. By using the data from the 2012 IFP Alumni surveys (n = 1,794, 49.4% female, 50.6% male) and the fellows data (n = 422, 47.6% female, 52.4% male) collected in 2003, 2004, 2005, and 2006 by the Center for Higher Education Policy Studies, this study examined the relationships of the very foundational rationale behind the creation of IFP as well as the proposed structural equation model built upon the human capability approach with fellows’ impacts on social justice in their home country. Structural equation modelling was employed as the statistical technique. The results of the analyses revealed that: (a) fellows’ success of choices were positively related to fellows’ impacts on social justice; and (b) fellows’ capabilities and achieved functionings positively predicted fellows’ impacts on social justice. The proposed structural equation model was proved to be theoretically sound and explain the data well.
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