october 2012 - TOJET the Turkish online journal of educational ...

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TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 Kayaoğlu, M.N., Akbaş, R.D. & Öztürk, Z. (2011). A small scale experimental study: using animations to learn vocabulary. The Turkish Online Journal of Educational Technology, 10(2), 24-30. Klein, J.D., Spector, J.M., Grabowski, B. and Teja, I. (2004). Instructor competencies: standards for face-to-face, online and blended settings (3rd ed.). Greenwich, CT: Information Age Publishing. Kuo C.G., Huang, C.H. and Tsay, H.J. (2011). The study of construction of the core competencies in the precision casting industry. International Journal of Technology and Engineering Education, 8(1), 9-15. Lucia, A.D. and Lepsinger, R. (1999). The art and science of competency models. San Francisco: Jossey-Bass, Pfeiffer. Lysaght, R.M. and Altschuld, J.W. (2000). Beyond initial certification: the assessment and maintenance of competency in professions. Evaluation and Program Planning, 23, 95-104. Marrelli, A.E. (1998). An introduction to competency analysis and modeling. Performance Improvement, 37(5), 8-17. Marrelli, A.E., Tondora, J. and Hoge, M.A. (2005). Strategies for developing competency models. Administration and Policy in Mental Health, 32(5/6), 533-561. McClelland, D.C. (1973). Testing for competence rather than for intelligence. American Psychologist, 28, 1-14. McClelland, D.C. (1998). Identifying competencies with behavioral-event interviews. Psychological Science, 9(5), 331-339. McGee, J.E., Peterson, M., Mueller, S.L. and Sequeira, J.M. (2009). Entrepreneurial self-efficacy: refining the measure. Entrepreneurship Theory and Practice, 965-988. Rebolj, D., Menzel, K. and Dinevski, D. (2008). A virtual classroom for information technology in construction. Computer Application in Engineering Education, 16, 105-114. Richey, R., Fields, D., Foxon, M., Roberts, R.C., Spannaus, T. and Spector, J.M. (2001). Instructional design competencies: the standards (3rd ed.). 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Wen, J.R. and Shih, W.L. (2008). Exploring the information literacy competence standardsfor elementary and high school teachers. Computer & Education, 50, 787-806. Witt, H.R., Alabart, J.R., Giralt, F., Herrero, J., Vernis, L. and Medir, M. (2006). A competency-based educational model in a chemical engineering school. International Journal of Electrical Engineering Education, 22(2), 218-235. Yeh, R.C., Chen, Y.C. and Kuo, S.H. (2010). Industry-oriented competency requirements of business administration-majored technological university students in Taiwan. World Transactions on Engineering and Technology Education, 8(4), 431-435. Yildirim, A. & Simsek, H. (2001). A qualitative assessment of the curriculum development process at secondary vocational schools in Turkey. Journal of Career and Technical Education, 18(1), 19-31. http://scholar.lib.vt.edu/ejournals/JCTE/v18n1/pdf/yildirim.pdf Zorba, E. (2011). Identifying the computer competency levels of recreation department undergraduates. The Turkish Online Journal of Educational Technology, 10(4), 211-220. Copyright © The Turkish Online Journal of Educational Technology 203
TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 INTEGRATING BLOG AND FACE-TO-FACE INSTRUCTION INTO AN ESP COURSE: ENGLISH FOR HOSPITALITY AND TOURISM Ru-Chu Shih National Pingtung University of Science and Technology, Taiwan vincent@npust.edu.tw ABSTRACT With the rapid growth of international trade and globalization, English language has been emphasized in Asia countries, thus professionals with a good command of English has become essential and important. This study aimed to establish a blended model combining face-to-face (F2F) instruction for English for Specific Purposes (ESP) course: English for Hospitality and Tourism. The research method was a combination of qualitative and quantitative approaches, including peer and instructor feedback, interviews, and the learning satisfaction survey. A total of 44 English- majored sophomore students participated in the study. The results of the study reveal that this model could contribute to learning effectiveness and satisfaction of an ESP course when the course is well planned, the equipment is sufficient and supportive as well as students are familiar with related applications. Most importantly, peer and the instructor’s feedback and the characteristics of the blog, including free access, ease of revision, and interesting material, were major factors that motivated students to learn effectively and enhanced their satisfaction with the course. Keywords: blended learning, blog, English for Specific Purposes (ESP), English for Hospitality and Tourism INTRODUCTION Several years ago, the Taiwan government has realized the current and future importance of “e-learning” and introduced a number of initiatives for promoting the development and uptake of this important approach to learning (Tsai, Chen, and Chen, 2010). Meanwhile, second language (L2) education has been shifted from solely traditional instruction approach into more computer-assisted instruction and e-learning. The Internet allows lower-cost language instruction, providing more opportunities for educational institutions to offer courses online (Godwin-Jones, 2003). Web 2.0 technology can be a potential tool for collaborative learning for enhancing learner’s learning performance, such as personal knowledge construction or group knowledge sharing (Chiang et al, 2011; Liaw, Chen, & Huang, 2008). E-learning may increase flexibility of access, eliminate geographical barriers, and improve convenience of use and effectiveness of collaborative learning. Tam, Kan, and Ng (2010) also concluded that language teachers can promote the use of technology; particularly the online chats could be an option for L2 learners and between learners and the teacher. E-learning has been regarded as a teaching assisted tool for instructors, and learners’ intention to use e-learning is influenced by perceived usefulness and self-efficacy (Liaw, 2008; Liaw, Huang, & Chen, 2007). Furthermore, some studies also indicated that students tend to perform better in an online learning environment than in a conventional classroom instruction (Liu, Ho, & Song, 2011; Yusuf & Afolabi, 2010). Online teaching and learning activities have continued to expand as an alternative to traditional face-to-face teaching and learning. In addition, computer-assisted language learning can promote collaborative, learnercentered knowledge construction and offer a more comfortable and less face-threatening environment for interaction than do instruction and discussion in a traditional classroom setting (Dickson, et al., 2008). Blogs can be used as a collaborative tool for student groups, while instructors can use them as a medium for such tasks as delivering news, messages, and resources, encouraging discussion, and giving feedback and comments (Well, Pegler, & Mason, 2005). Many studies also pointed out some advantages of using blogs in education and its positive effects on improving students’ performance. Many studies suggested integrating blogging with instruction may erase the limitation of classroom walls and provide students with more possibilities to connect with others outside of the classroom as well as to enhance the effect of teaching and learning (Chen et al, 2011; Liu & Chang, 2010; 2011; Liu and Lin, 2007; Liu, Shih, & Tsai, 2011; Lou, Wu, & Shih, 2010; Richardson, 2006; Shih, 2010;). Blended learning (BL) is effective in facilitating online collaborative learning. Cooperative learning allows students to reflect and evaluate their work in the group, as well as to provide suggestions for improvement (Shih, 2010). In addition, blended learning combines several delivery methods to provide the most efficient and effective teaching and learning experiences (Cortizo, et al., 2009; Harriman, 2004; Lou et al, 20). Both face-toface instruction and electronic feedback, including asynchronous feedback and discussion, can facilitate the productive overall use of feedback (Hyland & Hyland, 2006). As a result, the form of blogs can be used in an ESP/EOP/EAP course for L2 learners at the college level to enhance student learning motivation, satisfaction, and performance as well as to improve the instructor’s teaching effectiveness. Copyright © The Turkish Online Journal of Educational Technology 204
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