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English as a Medium of Instruction in English-as-a-Foreign-Language Primary Schools in Vietnam: Policies and Implementation
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The Use of Blended Learning to Support Vocabulary Learning and Knowledge Retention in Thai Tertiary EFL Classrooms
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Abstract:
The aim of the study was to investigate the feasibility of a blended learning approach to enhance students’ vocabulary knowledge and vocabulary knowledge retention in English as a foreign language (EFL) classrooms at the tertiary level in Thailand. This was to address challenges in relation to practice and use of English language, rote learning and memorisation, limited one-to-one interaction with peers and teacher, lack of learner-centredness, and low rate of knowledge retention. This study was conducted as a quasi-experimental design, employing the sample from four intact classes with a total of 146 students who registered in an English course at a university in Bangkok, Thailand. The sample was divided into experimental and control groups. The experimental group was exposed to the flipped classroom model, while the control group was taught in the traditional setting. Research tools consisted of an English language proficiency test, vocabulary pre-test, post-test, and delayed test, questionnaire, interviews and observations. The quantitative findings revealed a negative overall impact of the blended learning instruction on the experimental group, and on some particular classes and different academic majors. Gender differences and correlations occurred between language proficiency, vocabulary knowledge and knowledge retention. Qualitative results indicated that students and teachers had positive perceptions and attitudes towards feasibility of the approach. Although the blended learning method is perceived in a positive and feasible way, it may only be applicable for some particular groups or types of learners. Hence, different aspects regarding nature of learners and language learning should be taken into consideration, these include: language abilities, background knowledge, gender, academic majors, learners’ characteristics and capabilities, content and assessment, and selective types of technology.
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Keyword:
blended learning; EFL classrooms; feasibility; flipped classroom; increasing vocabulary knowledge; tertiary level; vocabulary knowledge retention
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URL: http://etheses.dur.ac.uk/13762/
http://etheses.dur.ac.uk/13762/1/Saengsawang000612095.pdf
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INSTRUCTOR LEADERSHIP IN EFL CLASSROOMS AND THE OUTCOMES: THE EFFECTS OF TRANSFORMATIONAL AND TRANSACTIONAL LEADERSHIP STYLES
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In: TEFLIN Journal, Vol 31, Iss 1, Pp 70-87 (2020) (2020)
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L1 in the IRF cycle: a case study of Chinese EFL classrooms
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LI, JL. - : Springer Berlin Heidelberg, 2018
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AN INVESTIGATION OF THE USE OF THE FIRST LANGUAGE IN LIBYAN EFL CLASSROOMS
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In: TEFLIN Journal, Vol 29, Iss 2, Pp 155-176 (2018) (2018)
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| 7 |
EFL Teaching in University Classrooms in Saudi Arabia: A Case Study of Instructors and Curriculum and Implementation for Language Learning
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INDIVIDUAL ACCOUNTABILITY IN COOPERATIVE LEARNING: MORE OPPORTUNITIES TO PRODUCE SPOKEN ENGLISH
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In: Indonesian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 215-228 (2017) (2017)
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| 9 |
Multilingual re-instantiation: Genre pedagogy in Indonesian classrooms
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Kartika Ningsih, Harni. - : The University of Sydney, 2016. : Department of Linguistics, 2016. : Faculty of Arts and Social Sciences, School of Letters, Art and Media, 2016
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| 10 |
PROJECTS BASED LEARNING ACTIVITIES IN A CALL CLASSROOM: LET’S SEE AND TRY!
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In: IJOTL-TL (Indonesian Journal of Language Teaching and Linguistics), Vol 1, Iss 3, Pp 233-244 (2016) (2016)
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| 11 |
Understanding cultural conflict in EFL classrooms in the UAE
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In: Eurasian Journal of Applied Linguistics, Vol 1, Iss 2, Pp 77-95 (2015) (2015)
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‘CULTURE’ AS A SKILL IN UNDERGRADUATE EFL CLASSROOMS: THE BANGLADESHI REALITIES
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In: TEFLIN Journal, Vol 24, Iss 1, Pp 97-112 (2013) (2013)
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'CULTURE' AS A SKILL IN UNDERGRADUATE EFL CLASSROOMS: THE BANGLADESHI REALITIES
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In: TEFLIN Journal, Vol 24, Iss 1, Pp 97-112 (2013) (2013)
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| 14 |
Media as Medium in Colombian Education: How Media and ICT are Changing Communication and the Curriculum in the School
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In: Colombian Applied Linguistics Journal, Vol 0, Iss 11, Pp 115-123 (2011) (2011)
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THE EFFECT OF TEACHER TALK IN EFL CLASSROOMS: THE NONUSE OR USE OF LEARNERS' L1 BY AN INSTRUCTOR
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In: K@ta: A Biannual Publication on the Study of Language and Literature, Vol 9, Iss 1, Pp 1-18 (2007) (2007)
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| 17 |
Children’s Literature in Traditional Arab Schools for Teaching English as a Foreign Language
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In: http://ccsenet.org/journal/index.php/elt/article/viewFile/5221/4332/
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Effects of Print Media: A Study of Reading Skills among University EFL Students
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In: http://www.iiste.org/Journals/index.php/RHSS/article/download/18456/19062/
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