Online-Merge-Offline Model for Distance Learning in English Language Education: A Case Study
DOI:
https://doi.org/10.52296/vje.2023.251-
Downloads
How to Cite
Abstract
Technology integration in education has gained significant attention, offering numerous benefits for learning. However, challenges still exist in effectively incorporating technology in education due to cost, accessibility, and limited understanding of its practical applications. This study aims to explore the implementation of the Online-Merge-Offline (OMO) model within an English center, utilizing the Technological Pedagogical Content Knowledge (TPACK) framework. Employing mixed-methods in an exploratory case study, the research examines the demand for the OMO model, content focus, and teaching methods in distance learning for English language education. By equipping teachers with self-instructional materials, multimedia tools, and online resources, the OMO model provides valuable insights into overcoming challenges associated with integrating educational technology (Ed-Tech) and enhancing students’ learning experiences. Feedback from a diverse range of participants, including students, parents, school leaders, and local English teachers, was positive, emphasizing the effectiveness of the OMO model in reducing costs, increasing student motivation, and highlighting the importance of qualified teachers, well-designed content, and personalized instruction. Drawing data from a sample of 900 students across 41 primary and secondary schools in 20 districts of Nghe An province, the study’s findings and insights gathered through semi-structured interviews with 20 school leaders, 20 local teachers, 20 students, and their parents hold implications for distance learning in similar educational contexts.
Downloads
References
Asrifan, A., Zita, C. T., Vargheese, K. J., Syamsu, T., & Amir, M. (2020). The effects of CALL (computer assisted language learning) toward the students ‘English achievement and attitude. Journal of Advanced English Studies, 3(2), 94-106. http://dx.doi.org/10.47354/jaes.v3i2.88
Chen, X., Zou, D., Xie, H. R., & Su, F. (2021). Twenty-five years of computer-assisted language learning: A topic modeling analysis. Language Learning & Technology, 25(3), 151-185.
Creswell, J. W. (2011). Controversies in mixed methods research. The Sage handbook of Qualitative Research, 4(1), 269-284.
Creswell, J. W. (2014). A concise introduction to mixed methods research. SAGE publications.
Hanson, R. K., & Morton-Bourgon, K. E. (2005). The characteristics of persistent sexual offenders: a meta-analysis of recidivism studies. Journal of Consulting and Clinical Psychology, 73(6), 1154-1163. https://doi.org/10.1037/0022-006X.73.6.1154
Hoang, V. V. (2010). The current situation and issues of the teaching of English in Vietnam. 立命館言語文化研, 22(1), 7-18.
Hoang, V. V. (2020). The roles and status of English in present-day Vietnam: A socio-cultural analysis. VNU Journal of Foreign Studies, 36(1), 1-12. https://doi.org/10.25073/2525-2445/vnufs.4495
Hoang, Y. P. (2017). Improving English language teaching in Vietnam: Voices from university teachers and students. Current Politics and Economics of South, Southeastern, and Central Asia, 26(3), 285-310.
Kataoka, S., Le, A. V., Kitchlu, S., & Inoue, K. (2020). Vietnam’s Human Capital: Education Success & Future Challenges. Washington, DC: The World Bank.
Le, V. C. (2008). Teachers’ beliefs about curricular innovation in Vietnam: A preliminary study. In Y. H. Choi, & B. Spolsky (Eds.) ELT curriculum innovation and implementation in Asia (pp. 191-216). Seoul, Korea: Asia TEFL.
Le, V. C. (2011). Form - focused instruction: A case study of Vietnamese teachers’ beliefs and practices. Unpublished PhD, The University of Waikato, New Zealand.
Merriam, S. B. (1998). Qualitative Research and Case Study Applications in Education. Revised and Expanded from “Case Study Research in Education”. San Francisco: Jossey-Bass Publishers.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teachers’ knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Nguyen, A. (2023). Unraveling EMI as a predictor of English proficiency in Vietnamese higher education: Exploring learners’ backgrounds as a variable. Studies in Second Language Learning and Teaching, 13(2), 347-371. https://doi.org/10.14746/ssllt.38278
Russell, S. (2019). Human compatible: Artificial intelligence and the problem of control. Penguin.
Stebbins, R. A. (2001). Exploratory research in the social sciences (Vol. 48). SAGE.
Swallow, M. J., & Olofson, M. W. (2017). Contextual understandings in the TPACK framework. Journal of Research on Technology in Education, 49(3-4), 228-244. https://doi.org/10.1080/15391523.2017.1347537
Tafazoli, D., Huertas Abril, C. A., & Gómez Parra, M. E. (2019). Technology-based review on Computer-Assisted Language Learning: A chronological perspective. Pixel-Bit, 54, 29-43. https://doi.org/10.12795/pixelbit.2019.i54.02
Taopan, L. L., Drajati, N. A., & Sumardi, S. (2020). TPACK framework: challenges and opportunities in EFL classrooms. Research and Innovation in Language Learning, 3(1), 1-22. https://doi.org/10.33603/rill.v3i1.2763
Yang, G. (2022). A study on the application of digitized resources in English language teaching under a blended teaching model: exploration and reflection on online teaching in the context of the pandemic. Pacific International Journal, 5(1), 56-63. https://doi.org/10.55014/pij.v5i1.156
Yin, R. K. (2003). Designing case studies. Qualitative Research Methods, 5(14), 359-386.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Vietnam Journal of Education
This work is licensed under a Creative Commons Attribution 4.0 International License.
