Abstract-The purposes of this study were to develop a blended learning model using Edmodo as a learning tool in language learning and examine the effectiveness of the model implemented in an English course regarding oral proficiency, motivation, and attitude. To achieve these purposes, a quasiexperimental design was employed to collect data using the tests and questionnaires. The samples in this study were the second-year students enrolled in an intermediate English course. The samples were from two classes, each of which contained 42 students. One class was used for the control group; another one for the experimental group. In the control group, students were only taught in a face-to-face learning environment using the PPP model whereas the experimental group studied through the PPP model in class supported by online learning using Edmodo. The findings indicate that blended learning was more effective than traditional learning. That is, students in the experimental group not only outperformed those in the control group in oral proficiency, but they also exhibited higher learning motivation. Although students in both groups did not differ in their attitude toward the PPP model, those in the experimental group expressed a positive attitude toward Edmodo. The findings of this study have implications for English language instructors, encouraging them to see how technology can facilitate learning and help learners produce better academic performance.Keywords-blended learning, Edmodo, oral proficiency, motivation IntroductionOral communication is a vital part of language learning [1]. Oral proficiency refers to the ability to communicate verbally in a functional and accurate way in a target language [2]. A person with a high degree in oral proficiency is able to apply the linguistic knowledge to new situations or contexts. People in Thailand have realized that English oral proficiency is deemed necessary as the country is having more roles iJET -Vol. 12, No. 2, 2017 137Paper-A Development of the Blended Learning Model Using Edmodo for Maximizing Students' Oral Proficiency and Motivation in global community [3]. Especially, when the Asean Community was launched in January 2016, English competency is deemed necessary to compete with others in the labour market. Thai students' poor grasp of communication ability has become a major concern for educators and policy makers. Several obstacles that hinder oral proficiency include inadequate exposure to the English meditated environment [4], the lack of oral practice, the lack of confidence in speaking, and English accent of Thai instructors [5].One of the models that has been used to develop speaking skill is the "Presentation, Practice and Production (PPP)", starting with introducing the new teaching content, followed by controlled practice and a free practice. This model aims at moving from accuracy to fluency, focusing on form. The first step, "Presentation", is where the instructor examines how much of the target language the students know. The teacher will then presen...

Innovative teaching in a form of the flipped classroom was adopted in an English course as a pilot project in a private university. The purpose of this study was to assess how a modified “flipped classroom” had an impact on students’ learning performance and perceptions. The target group involved in a non-randomized experiment was 40 students from one section enrolled in an advanced English course in the summer session of the academic year 2016. They were required to watch the prerecorded lectures before class and then attend class to discuss on the topics, share knowledge, and perform tasks. The instruments consisted of 1) 5 assignments which were administered to the students, 2) a questionnaire investigating the students’ perceptions on the flipped classroom and 3) a questionnaire used to find out their perceptions on autonomy. Data were analyzed by using percentage, mean, and standard deviation. The findings revealed that after the students were taught in the flipped classroom, their English scores were satisfactory. The results showed that most students were satisfied with lecture videos and Edmodo, the learning platform. They demonstrated good perceptions on flipping the classroom. What they claimed to gain the most from this class was becoming a responsible person. In addition, students’ autonomy perceptions were higher than those before they were taught through the flipped classroom approach.

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The research studied and compared students’ English summary writing ability before and after they were taught through wiki, a powerful tool, promoting collaborative learning environments among students.  The research design is a kind of one group pre-test post-test.  The target group was 35 students who enrolled in EN 111 course (Fundamental English I) in the first semester of the academic year 2010 at Bangkok University. Students in groups of four or five designed a wikispace and worked together for eight weeks in order to produce five pieces of summary written work. The members in each group worked through editing and revision on web pages until the team got a final paper and submitted that to the teacher for evaluation. The instruments used in this study included (1) summary writing tests, (2) a questionnaire surveying their attitudes toward this instruction, and (3) a reflection on cooperative learning through wikis. The results revealed that after the students were taught through wikis pages, their English summary writing mean score of the posttest was higher than that of the pretest and they had positive attitudes towards this learning. Regarding cooperative learning experience, most students thought that this is a new experience to work with the members on-line. They worked very hard; it took many times to read and reread the members’ postings in order to add new information.

The current study was conducted to see the effectiveness of using social media to enhance students' critical thinking skills. To fulfill the purpose of the study, a 14-week experimental study was performed with two groups of students. Both groups were introduced to how to respond to questions based on Revised Bloom's Taxonomy. During the period of doing the activity, students in the experimental group had to post answers in Facebook and got feedback from peers and teacher as mutual learning while those in the control group wrote their replies in papers and submitted them to the teacher in class. The research instruments used in this study included pre-and post-tests and a questionnaire. The data were analyzed by using dependent t-tests, independent t-tests, means, and standard deviations. After the experiment there was a difference in the mean scores of critical thinking ability between the two groups at the significance level of .05. The data obtained from the questionnaire manifested students' positive attitudes towards English instruction delivered through questioning technique and postings in Facebook.