Development of Basic English Reading and Writing Course Based on Task-based Learning Combined with Blended learning to Enhance Reading and Writing Skills
Abstract
Background and aim: The changing times and technological advancements have led to a gradual shift in educational paradigms from traditional classroom teaching to adapting to the rapidly evolving electronic and information-based environment. The emergence of new guidelines for higher education underscores the need for a transformation in foreign language education, transitioning from mere mastery of language skills to the cultivation of comprehensive language abilities. To meet the demands of the new society, universities must improve and reform their overall curriculum. The objective of this study is to explore how task-based learning combined with a blended learning approach in the Basic English Reading and Writing course can improve basic English reading and writing skills and stimulate students learning enthusiasm, who are from first-year English major students at Xi’an International Studies University: This paper aims to (1) study the background information focusing on course components and existing problems of Basic English Reading and Writing course. (2) Develop a basic English Reading and Writing course to improve students’ reading and writing skills. And (3) determine the effectiveness of implementing the Basic English Reading and Writing course which can show analysis in-depth on the effectiveness for the sake of further research.
Materials and methods: In this experimental study, the sample was 25 first-year students (one class) derived by random sampling. This study used pre-test and post-test design. Data were collected and analyzed by means, standard deviation, and t-test for dependent samples.
Results: (1) Background information and problems of the course: There are 6 curriculum components: principle, objectives, contents, teaching strategies, media and resources, and evaluation. Problems in the aspects from 6 curriculum components: unsuitable principle for the requirement of the developed society, unpractical objective, out-of-date and unpractical contents, outdated--teacher-centered lecture and inflexible teaching strategy, lack of good media and resources, evaluation without covering the diverse percentage from cognitive, effective, and psychomotor domains. (2) Development of the course: The Basic English Reading and Writing course was developed based on the curriculum development process and learning theory. The result of development was the improved 6-course Task-based learning and blended learning from 6 curriculum components: principle based on new policies of Chinese Ministry of Education; new objective covering cognitive, effective, and psycho-motor domains; new contents modernized with requirements of society; teaching strategies combined with task-based learning and blended learning which consist of 3 stages: pre-class, in-class, and after-class and 6 steps of teaching included in the 3 stages, application of media and resources like Superstar Platform; new evaluation designed with a diverse percentage from cognitive, effective, and psychomotor domains. (3) Implementation of the course: After implementing the developed Basic English Reading and Writing Course Based on Task-based Learning Combined with Blended learning in the Classroom, the research results were as follows: (1). the students’ overall learning achievement was higher than before from the pre-test (M=55.04, SD=10.98) to the post-test (M=70.92, SD=10.21) with a statistical significance of .05 level. The students’ reading achievement was higher than before from the pre-test (M=36.52, SD=7.39) to the post-test (M=44.88, SD=9.23) with a statistical significance of .05 level. The students’ writing achievements were higher than before from the pre-test (M=17.08, SD=6.1) to the post-test (M=24.44, SD=4.89) with a statistical significance of .05 level. (2). The students’ satisfaction (M=3.89, SD=0.75) with the Basic English Reading and Writing Course Based on Task-based Learning Combined with Blended Learning was at a high level.
Conclusion: The Basic English Reading and Writing Course Based on Task-based Learning Combined with Blended Learning has a significant effect on enhancing the English writing ability of non-English major students at Xi’an University. This is because the researcher used the latest principles, identified objectives, improved contents, online media and resources, and improved evaluation methods, especially teaching strategies combining task-based learning and blended learning. The clear tasks guide students to learn effectively with determined objectives and visualized achievements on their in-class tasks and off-class tasks which are accompanied by blended learning. Students are satisfied with the developed College English Course based on task-based learning combined with blended learning
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