Ponlak Pantahachart Faculty of Applied Arts

1. The Effectiveness of Supplemental Online vs. Traditional Tutorials on Students’ English Proficiency and Learning Achievement Ponlak Pantahachart Faculty of Applied Arts King Mongkut’s University of Technology North Bangkok, Thailand

2. Outline • Background • Objectives • Hypotheses • Scope • Significance of the study • Literature reviews

3. Outline • Methodology • Supplemental online and traditional tutorials • Results • Conclusion and discussion • Suggestions

4. Background of the Study • English 1 course • Students’ English proficiency • Lack of electronic instructional media • Lack of motivation in learning English

5. Research Questions • Do supplemental online and traditional tutorials cause differences in learners’ English language proficiency? • Do supplemental online and traditional tutorials cause differences in learners’ learning achievement in English 1 course? • What are the learners’ attitudes towards the supplemental online and traditional tutorials?

6. Objectives • The effects of supplemental online and traditional tutorials towards the students’ English language proficiency • The effects of supplemental online and traditional tutorials towards the students’ learning achievement in English 1 course • The students’ attitudes towards supplemental online and traditional tutorials

7. Hypotheses • Average English proficiency test scores • Average learning achievement scores

8. Scope of the Study • Population • controlled and experimental groups • English 1 course • New Inside Out (Pre-Intermediate)

9. Scope of the Study Data Analysis • English proficiency test (pre/post) • Midterm and final exams • Student attitudes

10. Definitions of Terms • Supplemental online tutorial • http://insideouttutorial.net • Supplemental traditional tutorial • New Inside Out exercises • English language proficiency • Learning achievement

11. Significance of the Study • Learners’ option for self-access learning • A way of teaching or evaluation • Positive attitudes • Motivation • To understand the class contents

12. Literature Reviews • English language proficiency • Learning achievement • Online and traditional methods

13. Related Studies • The effectiveness of a supplemental online tutorial vs. tradition instruction • Zubas, P., Heiss, C. & Pedersen, M. (2006) • Internet-based learning • Cook, D. A. et. al. (2008) • The effects of online instruction on students’ achievement • Al-Jarf, R.S.(2005) • Computer vs. workbook instruction • Nagata, N. (1996)

14. Methodology • Subjects • Research Tools • Data Collection

15. Subjects • First-year undergraduate students • Course: English 1 (academic year 1/2009) • Groups: controlled and experimental

16. Research Tools • Pretest and posttest (proficiency test) • Midterm and final exams • Supplemental online tutorial • Supplemental traditional tutorial • Questionnaires • Interview

17. Research Tools • Pretest and posttest (proficiency test) • Sukamolson, S. (2000) • Midterm and final exams • Content from New Inside Out (Pre-Intermediate)

18. Supplemental Online Tutorial Go to http://insideouttutorial.net log in (with given username & password) Do the exercises Get immediate feedback Check their scores

19. Supplemental Traditional Tutorial Students received the tutorial. They handed it in the following week. They received the answer key. Possible questions and answers

20. Research Tools • Questionnaires • Attitudes towards doing tutorials in English 1 course • Attitudes towards supplemental online/traditional tutorials • Attitudes towards the formats and styles of the tutorials • Interview

21. Data Collection • Simple random sampling • The students took the proficiency test (pretest). • Divided them into controlled and experimental groups • Same teaching methods and lesson plans • Controlled group (supplemental traditional tutorial) • Experimental group (supplemental online tutorial)

22. Data Collection(continued) • Posttest • Questionnaires • Interview • Data analysis • Test of normality • Independent t-test • Mean and S.D.

23. Results • English language proficiency • Learning achievement • Attitudes towards supplemental online/traditional tutorials

24. English Language Proficiency

25. Learning Achievement • Midterm exam

26. Learning Achievement • Final exam

27. Attitudes (Supplemental Online Tutorial) 15 - 36 1 - 14 37 - 50

28. Attitudes (Supplemental Online Tutorial) • Usefulness of tutorial • Satisfaction with the supplemental online tutorial • Formats and styles

29. Attitudes (Supplemental Traditional Tutorial) 15 - 37 1 - 14 38 - 50

30. Attitudes (Supplemental Traditional Tutorial) • Usefulness of tutorial • Satisfaction with the supplemental traditional tutorial • Formats and styles

31. Conclusion & Discussion • English language proficiency • Learning achievement

32. English Language Proficiency • No statistically significant difference • Content of the tutorials • Effects on students’ language proficiency

33. Learning Achievement Midterm Final • Statistically significant difference • Content familiarity(Al-Shumaimeri, Y. A. N.,2006) • Format and styles of the tutorials

34. Suggestions • Add one more experimental group exposed to both supplemental online and traditional tutorials • Add one more group without tutorials

35. Limitations • Facilities • Self-access learning skills • Motivation

36. Q & A