Publication: A randomized controlled trial comparing computer-aided learning with versus without tuition/lecture in promoting english proficiency
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Issued Date
2012
Resource Type
File Type
application/pdf
ISSN
16124782
Other identifier(s)
2-s2.0-84865705965
Rights Holder(s)
Scopus
Bibliographic Citation
Cognitive Processing. Vol 13, No.3 (2012), p.277-283
Suggested Citation
Pitak-Arnnop K., Moungsirithum P., Pitak-Arnnop S., Dhanuthai K., Pausch N.C., Pitak-Arnnop P. A randomized controlled trial comparing computer-aided learning with versus without tuition/lecture in promoting english proficiency. Cognitive Processing. Vol 13, No.3 (2012), p.277-283. doi:10.1007/s10339-012-0437-0 Retrieved from: https://hdl.handle.net/20.500.14740/6991
Abstract
Aim To compare test scores in English-error detection between Thai high school students undergoing self-learning by an online tool (computer-assisted learning: CAL) with versus without tuition/lecture. Methods This prospective, randomized, controlled study enrolled a sample of grade-12 high school students from a Thai secondary school. The predictor variable was the use of error-detection exercises in 9 separate 50-min tuition sessions during a 3-week period. Each subject was randomly assigned to receive a CAL program with or without tuition/lecture during the study interval: June- September 2009. The main outcome variable was the test scores of English-error identification. To measure the outcomes, the students were evaluated twice using the 25-question test within a 1-month interval (pre-test/posttest). Appropriate sample size estimates, descriptive, uni-, and bivariate statistics were calculated, and the level of statistical significance was set at P < 0.05. Results The sample included 69 students, 36 of whom (52.2%) were in the intervention group (CAL plus teaching). Within-group comparisons showed statistically significant improvements in post-test scores, regardless of learning methods (P < 0.05). Tuition/lecture was significantly associated with the improved post-test scores (P = 0.0012) and with a higher number of students showing improved post-test scores (P = 0.0007). Conclusions The results of this study suggest that tuition/lecture facilitates self-learning with CAL. In this sample, tuition/lecture still seems to be necessary for nonnative- English-speaking high school students to improve their English proficiency. CAL alone should not be used to replace conventional teaching. © Marta Olivetti Belardinelli and Springer-Verlag 2012.
Subject(s)
Adolescent
Adult
Article
Computer aided design
Computer aided learning
Controlled study
Education program
English as a second language
Ethnicity
Female
High school student
Human
Intermethod comparison
Language ability
Learning
Learning style
Lecture
Male
Outcome assessment
Prediction
Priority journal
Randomized controlled trial
Scoring system
Teaching
Thai
Adolescent
Computer-Assisted Instruction
Educational Measurement
Female
Humans
Language
Language Tests
Learning
Longitudinal Studies
Male
Motivation
Pilot Projects
Students
Teaching
Adult
Article
Computer aided design
Computer aided learning
Controlled study
Education program
English as a second language
Ethnicity
Female
High school student
Human
Intermethod comparison
Language ability
Learning
Learning style
Lecture
Male
Outcome assessment
Prediction
Priority journal
Randomized controlled trial
Scoring system
Teaching
Thai
Adolescent
Computer-Assisted Instruction
Educational Measurement
Female
Humans
Language
Language Tests
Learning
Longitudinal Studies
Male
Motivation
Pilot Projects
Students
Teaching