Developing an interactive web-based TOEIC tutoring course to improve English grammar proficiency

Name: Orabudh Mayanondha

keyword: English grammar

; Interaction

; Thai students

; Test of English for International Communication

; Web-based instruction

Abstract: There has been an increase in the popularity of courses seeking to prepare students for the Test of English for International Communication (TOEIC) in Thailand. Many tutoring institutes offer a range of online TOEIC tutoring courses to respond to the growing demand. Nonetheless, online learning typically lacks interaction, and learners are not given ample opportunities to contact their tutors when encountering problems or needing help. As a result, some students struggle with their learning and are unable to complete the courses successfully. An interactive web- based TOEIC tutoring course was, therefore, developed in this study by integrating asynchronous and synchronous online instruction with technological tools to promote interaction in online learning. This study aims to examine the effects of the interactive web-based TOEIC tutoring course on learners’ English grammar proficiency and explore learners’ opinions on the course. Forty learners who enrolled on the course were involved in this study. A mixed-methods embedded experimental design was adopted. A pretest and posttest were employed to collect quantitative data for assessing the effects of the intervention on English grammar proficiency. A questionnaire, learners’ reflective journals, and semi-structured interviews were utilised to collect quantitative and qualitative data for exploring learners’ opinions. The findings demonstrated that the learners’ English grammar proficiency significantly improved thanks to the interactive web-based TOEIC tutoring course. The learners held positive opinions and were satisfied with the course. A high degree of tutor-learner interaction perceived in the course contributed to an increase in learning motivation and enthusiasm for completing the course. When compared to tutor-learner interaction, the level of learner-learner interaction was perceived to be slightly lower. Nonetheless, the learners still had a positive impact on one another. In addition, a high level of course flexibility facilitated efficient learning and boosted learner satisfaction. The learners also had a sense of responsibility and self-regulation due to the promotion of autonomous learning in the course. Furthermore, extrinsic incentives, such as rewards, promoted active learning and effectively motivated the learners to eagerly take part in course activities. This study provides a guideline for a pedagogical approach that incorporates the concept of interaction into web-based instruction, with the aim of improving learners’ English grammar proficiency

Thammasat University. Thammasat University Library

Address: BANGKOK

Email: preserv@tu.ac.th

Name: Kittitouch Soontornwipast

Role: advisor

Created: 2019

Modified: 2022-09-08

Issued: 2022-09-08

วิทยานิพนธ์/Thesis

application/pdf

DOI: 10.14457/TU.the.2019.882

eng

DegreeName: Doctor of Philosophy

Level: Doctoral Degree

Descipline: English Language Teaching

Grantor: Thammasat University

©copyrights Thammasat University

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