Integrated language teaching course design: measuring the efficacy of motivation, peer feedback, flipped class, and mobile-learning technologies in an EFL course

• In Event: Roundtable Session (Monday II)
  In Refereed Round-Table Session: Teachers and teaching

Proposal

Integrated language teaching course design: measuring the efficacy of motivation, peer feedback, flipped class, and mobile-learning technologies in an EFL course

Abstract
The current study endeavors to investigate the efficacy of various learning theories in the context of English language acquisition for non-English major students in higher education. Given the plethora of available research on the positive impact in flipped classrooms, peer-to-peer learning, motivation, and continuous emergence and evolution of learning technologies, a new instructional design which integrates all the various approaches was developed as a pilot English course for first year college freshmen at a private university in Taiwan. This applied research assesses how each individual variable impact learners' outcome as measured by standardized English assessment. The implication of the results affords potential solution for administrators of higher education to implement improved outcome-oriented language course designs.

Introduction

One of the biggest challenges facing private universities in Taiwan is the declining birthrate and pressure to recruit students. Despite intervention and guidelines by the Taiwan Ministry of Education (MoE), the reality is that universities are left to fend for themselves; they must enhance their competitiveness by offering high quality education and employment guarantee for students to consider enrolling in the schools. This is even more so for private universities, given the higher tuition cost and lower prestige compared with public universities. In other words, private universities are competing for a declining pool of students in absolute terms.
Whereas public universities attract students with high test scores aiming for either an academic career or job in the private sector, private universities generally must content with average students whose goal is to secure a job upon graduation. Job employment is a major consideration for potential university applicants. In Taiwan, one of the primary factors in deciding whether graduates can secure a job is in their performance on the Test of English for International Communication (TOEIC). Just as the Scholastic Aptitude Test (SAT) or the American College Testing (ACT) are primarily used to determine a college applicant chance of admission to universities and colleges, the TOEIC score serves as a cutting point and primary consideration for potential employers in Taiwan to filter potential employees.
For private universities to remain competitive in this environment, a successful English program that brings about positive outcome as measured by the TOEIC becomes one of the most important contributors to a university’s appeal to potential applicants. Moreover, given the declining birthrate which exerts imminent cost-cutting pressure on higher education institutes in general studies calls for the for an effective and economical course design.
The current research addresses these issues by proposing a pilot English program which implements various instructional methods deriving from the available research on language acquisition. The objective is to investigate whether a consolidation of various instructional approaches and theories provide for better student learning outcome as measured by standardized assessment. Furthermore, the course is designed to minimize the physical presence of the instructor, thereby providing for potential training courses in the future for administrators of higher learning institutes to cut cost, improve outcome, and ultimately achieve long-term sustainability in operations.
Course Background and Design
The current university offers four years of compulsory English course for all students. The first 2 years of English courses are 0-credit. However, students may opt to waive the course if they achieve at least a score of 500 on the TOEIC. The TOEIC score requirement for course exemption is raised incrementally by 50 points for each year. The university utilizes its own coursebook, and all students take a uniform mid-term and finals exam written by the university English Language Center faculty members.
The current pilot course design is provided for one group of college freshmen over two semesters in a compulsive, 0-credit first year English course. The course implements motivational theory, flipped classroom, mobile-learning, and peer-to-peer learning in various proficiencies. Students took two standardized placement tests (TOEIC Bridge, designed by Educational Test Services and Dynamic Placement Test, designed by Clarity) to attain a valid and reliable measure of their English proficiency. Students were then divided into mixed-proficiency groups based on their initial placement test results. In addition to their final exams, students will also take a second standardized placement test (TOEIC Bridge) before their final exam as a measure of changes in their English proficiency level. At the end of the second semester, a third standardized placement test will be delivered during the week before their final exam.
The pilot course will implement motivation theory and employ flipped classes, bilingual language instruction, peer-to-peer learning, mobile-learning, and online technologies to facilitate student learning.
Motivation On the first day of class, students are given a short session on why the university offers a 4-year English program and why the first two years of classes are 0-credit. The lecture emphasizes students’ need to maintain their English proficiency post-senior high school, familiarize themselves with standardize tests (TOEIC) for employment purposes, and prospects in surpassing their minimum score performance to acquire English output proficiency and academic English proficiency for potential opportunities in overseas exchange programs. The purpose is to instill and cultivate the motivation necessary for language learning.
Flipped Classes Starting from the sixth week of school, students will be required to complete online reading exercises prior to class. In addition, recorded lesson delivered in Mandarin will be provided for students to preview the reading passages and writing exercises.
Mobile-learning Application Aside from video recordings, students will be required to review vocabulary flashcards on their mobile device and complete vocabulary exercises.
Peer-to-peer learning After a short in-class review of key lesson concepts, the sessions will be used primarily for students to provide reading and writing feedback in groups. Clicker technologies, wherein students input their writing responses and answers for reading multiple choice questions will be used in class. Students then proceed with in-class feedback for each other on writing and reading questions.
Research Methodology
A quantitative analysis will be utilized to measure course efficacy. Within the class, students’ usage, feedback, and completion of assignments will be measured against their standardized assessment, mid-term, and final exam performance. The mid-term and final exam results will also be compared against other first-year students utilizing the same course book. A comparison of students’ university mid-term and finals performance along with students’ end-of-semester professor evaluation will be conducted between part-time instructors, staff teachers, and full-time faculty members as well.

Author

• Toshiyuki Hasumi, Ming Chuan University