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Title: Using blended language learning to facilitate Taiwanses students' English listening comprehension proficiency in a technological university
Author: Tan, Mei-Chen
Awarding Body: Queen's University Belfast
Current Institution: Queen's University Belfast
Date of Award: 2012
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Abstract:
The main purpose of this research examines the effects of the instruction of blended language learning as implemented and evaluated in the progress of students' English listening comprehension proficiency. The pedagogy combines the instruction of listening strategies including cognitive, metacognitive, parsing and chunking strategies with the practice of computer assisted language learning. Specifically, this study is dedicated to bridging the gap between theoretical concepts and practice in terms of listening strategy instruction, exploring the interrelated relationship between the variables of English listening proficiency with low, low-intermediate, and intermediate levels, listening strategies use, online English learning and the English listening test performance. The instructional quasi-experiment was implemented on 182 third-year technological university students. Data were collected through questionnaires, English listening comprehension tests and semi-structured interview. The study incorporates the quantitative and qualitative methods in order to triangulate the findings. Chapter One introduces the context and the aims of the study. In addition, it demonstrates the framework of the pedagogy of blended language learning. Chapter Two represents the literature review on cognitive processing, listening strategies and computer assisted language learning to examine and account for the research findings. Chapter Three systematically portrays the research design and execution, research tools, sampling subjects and data collection. Chapter Four illustrates and analyses the research results in relation to different variables constituting the model of the blended-language learning. And Chapter Five discusses the findings and explores the other factors, motivation and efforts affecting the research results. This chapter also points out the limitations of the study and highlights the implication of the pedagogy for further research. The results indicate that (l) students' English proficiency affects their English listening problems and self-evaluated abilities in terms of using cognitive, metacognitive and chunking strategies but not parsing strategy; (2) the correlation between the self-evaluated abilities in terms of overall listening strategies use and the degree of learner autonomy was statistically significant and positive; (3) the self- evaluated abilities in terms of overall listening strategies use could contribute to predict the degree of learner autonomy and the listening test performance; (4) the variables of pre-test score, self-evaluated abilities in using listening comprehension strategies and the degree of learner autonomy had statistically significant correlation with the, post-test score performance; (5) the low-proficiency group-attained much more progress on the English listening test than the low-intermediate-proficiency and then the intermediate-proficiency groups; (6) motivation orientation and efforts resulting in the progress difference between the three groups also needs to be considered in evaluating the effect of the pedagogy of blended language learning (7) students especially with low, low-intermediate and intermediate English proficiency levels preferred the instruction of blended language learning to traditional face-to- face classroom learning or online learning. Based on the findings of this study, the application of blended language learning is beneficial to less-proficient students.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.579795  DOI: Not available
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