Academic English Presentation Skills of Graduate Students Using CHULA MOOC Blended Learning
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Abstract
Blended learning environments appear in many forms and include a variety of models with differing instructional resources. Massive Open Online Courses (MOOCs) are one of the primary asynchronous learning management systems used to teach the English language. This study’s objectives were to identify student learning achievement in a blended learning course incorporating a MOOC in terms of learners’ (1) knowledge of the English language for presentations and (2) presentation skills. Thirteen graduate students of multiple disciplines participated in this study. Pre- and post-tests of content knowledge were administered, and a non-parametric Wilcoxon signed-rank t-test was used to compare pretest and posttest scores. An analytical rubric was used to assess/evaluate learners’ presentation skills. The findings were that 1) the posttest scores were significantly higher than the pretest scores at the p = 0.001 level, and 2) as regards presentation skills, among seven components tested, the highest average scores were for visual and introduction components, while scores for delivery and pronunciation components were the lowest. To conclude, the blended learning model developed in this case study proved valuable in enhancing knowledge of the English language for presentations. Nonetheless, rehearsal and other methods like self-reflection based on video recordings should be integrated to strengthen their delivery and pronunciation.
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