Journal Articles - Educational and Pedagogy - 2021

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Browsing Journal Articles - Educational and Pedagogy - 2021 by Subject "blended learning"
  • Publication
    A Real Game-Changer in ESL Classroom? Boosting Vietnamese Learner Engagement with Gamification
    ( 2020)
    Lê Thùy Linh
    The significance of gamification has been robust in educational contexts as gamification provides a greater engagement and empowerment among ESL language learners. This research aims to reconsider the role of gamification beyond its conventional use as gamified classroom activities, incorporating it into the whole journey of an ESL blended learning course. The study was conducted in a Vietnamese private university with a total of 50 learners for 12 weeks. E-journal and interviews were employed to explore learners’ deep thoughts of gamification. Each week, five learners voluntarily submitted their journals through a link by Google Form. Additionally, interviews were also conducted in the middle of the course, week 7, and at the end of the course, week 12. Data was analyzed into 3 main themes: behavioral engagement, emotional engagement, and cognitive engagement. The result indicated that ESL learners achieved a deeper engagement in a gamified blended classroom, behaviorally, emotionally, and cognitively. To be more specific, learners attained a higher level of participation, effort-making, and contribution to learning. Moreover, participants showed their interest and confirmed the decrease of language anxiety. Finally, students developed a sense of social connection and investment in their learning, which was regarded as the expressions of cognitive engagement.
  • Publication
    Students’ Perception Towards the Use of Moodle-Based LMS in Learning Speaking Skill at Tertiary Level
    ( 2021)
    H. N. Truong
    Technology has profoundly changed how knowledge is transmitted and acquired, from exclusively classroom-based instruction to the hybrid of on-class interaction and online study. Given the prominence of blended learning in the field of language acquisition, the study aims to set the light on the students 'attitude toward the implementation of Moodle-based LMS in teaching and learning speaking skills at Van Lang University. The study employed a quantitative research method, and a questionnaire was selected as the research instrument to determine the opinions of 24 English-majored students at Van Lang University. The finding showed that most participants found the additional LMS practices useful for developing speaking skills, mainly grammatical competence, including grammar, vocabulary, and pronunciation. The recommendations on the hallmarks of desirable feedback on students' recordings may also help teachers design appropriate criteria for constructive criticism on students' spoken performance. In essence, while face-to-face interaction still remains indispensable in improving speaking skills, it should be supplemented with Moodle-based LMS practices to better acquire speaking competence.