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Modified Blended Learning: De-motivated Japanese College EFL Learners Sustain Motivation to Improve English Listening Skills

Select Volume / Issue:

• Volume 6,Issue 2,Mar.,2019

Year:

2019

Type of Publication:

Article

Keywords:

Blended Learning, De Motivated College EFL Learners, Learning Motivation

Authors:

• Todaka, Yuichi

Journal:

IJIRES

Volume:

6

Number:

2

Pages:

263-284

Month:

March

ISSN:

2349-5219

BibTex:

@article{1513, author = "Yuichi Todaka", abstract = "Blended learning is described as a mixture of online and traditional face-to-face planned class activities. Students were found to work more autonomously and to be focused while becoming more responsible for their own learning. Authentic materials such as YouTube can help students understand the real world outside. The use, however, of mobile phones in class as a pedagogical technique does not work for those students who are more inclined to use conventional devises such as CD or DVD players. We therefore did not utilize mobile phones in class; instead, we provided various YouTube sites on which information relevant to student hobbies and interests can be found with mobile phones as learning support outside the class. Based on our findings, our modified blended learning helped most of this study’s freshmen students sustain motivation to improve their English listening skills, even during the summer break.", issn = "23495219", journal = "IJIRES", keywords = "Blended Learning, De Motivated College EFL Learners, Learning Motivation", month = "March", number = "2", pages = "263-284", title = "{M}odified {B}lended {L}earning: {D}e-motivated {J}apanese {C}ollege {EFL} {L}earners {S}ustain {M}otivation to {I}mprove {E}nglish {L}istening {S}kills", volume = "6", year = "2019", }

Abstract:

Blended learning is described as a mixture of online and traditional face-to-face planned class activities. Students were found to work more autonomously and to be focused while becoming more responsible for their own learning. Authentic materials such as YouTube can help students understand the real world outside. The use, however, of mobile phones in class as a pedagogical technique does not work for those students who are more inclined to use conventional devises such as CD or DVD players. We therefore did not utilize mobile phones in class; instead, we provided various YouTube sites on which information relevant to student hobbies and interests can be found with mobile phones as learning support outside the class. Based on our findings, our modified blended learning helped most of this study’s freshmen students sustain motivation to improve their English listening skills, even during the summer break.

Full text: IJIRES_1513_FINAL.pdf Online version [Bibtex]