Effectiveness of Anchored Instruction in Online vs. Blended Language Immersion for Public Speaking in Foreign Language Teaching
DOI:
https://doi.org/10.17507/tpls.1503.36Keywords:
online immersion, technology integration, verbal communication, blended learning, public speakingAbstract
Anchored instruction, a well-established pedagogical theory, enhances learning outcomes by situating information within real-world contexts and leveraging instructor facilitation. This study conducts a comparative analysis of two instructional modalities—blended and online immersion—in a tertiary-level Public Speaking course, framed within the theoretical construct of anchored instruction. The research involved two homogeneous cohorts (N=66), one group receiving blended learning and the other online immersion. Verbal and nonverbal communication competencies were assessed through video recordings. The results demonstrate that online immersion significantly outperformed blended immersion in both verbal and nonverbal communication skills. This study provides empirical evidence supporting the efficacy of online immersion in enhancing learner performance and motivation. A combination of t-tests, Pearson correlation, and regression analyses were employed to validate these findings, contributing to the growing body of literature on technology-enhanced language learning.
References
Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334–345. https://doi.org/10.1016/j.compedu.2018.07.021
AlManafi, A. O. S., Osman, S. Z. M., Magableh, I. S. I., & Alghatani, R. H. H. (2023). The effect of blended learning on primary stage EFL students’ reading comprehension achievement in Libya. International Journal of Instruction, 16(2), 703–718. https://doi.org/10.29333/iji.2023.16237a
Arbaugh, J., Godfrey, M. R., Johnson, M., Pollack, B. L., Niendorf, B., & Wresch, W. (2009). Research on online and blended learning in business disciplines: Key findings and possible future directions. The Internet and Higher Education, 12(2), 71–87. https://doi.org/10.1016/j.iheduc.2009.06.006
Asarta, C. J., & Schmidt, J. R. (2020). The effects of online and blended experience on outcomes in a blended learning environment. The Internet and Higher Education, 44, 100708. https://doi.org/10.1016/j.iheduc.2019.100708
Baepler, P., Walker, J., & Driessen, M. (2014). It’s not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education, 78, 227–236. https://doi.org/10.1016/j.compedu.2014.06.006
Bergdahl, N., Nouri, J., & Fors, U. (2024). Collaborative learning and blended learning: A review of emerging practices post-pandemic. Educational Technology & Society.
Besolí, A., Austin, R., & Hunter, W. J. (2020). Blended and Online Collaborative Learning for Citizenship in Catalonia, Spain. In Blended and Online Learning for Global Citizenship (pp. 151-172). Routledge.
Bizami, N.A., Tasir, Z., & Kew, S.N. (2022). Innovative pedagogical principles and technological tools capabilities for immersive blended learning: a systematic literature review. Education and Information Technologies. https://doi.org/10.1007/s10639-022-11243-w
Blyth, C. (2018). Immersive technologies and language learning. Foreign Language Annals, 51(1), 225-232.
Borup, J., Graham, C. R., West, R. E., Archambault, L., & Spring, K. J. (2020). Academic Communities of Engagement: an expansive lens for examining support structures in blended and online learning. Educational Technology Research and Development, 68(2), 807–832. https://doi.org/10.1007/s11423-020-09744-x
Bransford, J. D., Sherwood, R. D., Hasselbring, T. S., Kinzer, C. K., & Williams, S. M. (2012). Anchored instruction: Why we need it and how technology can help. In Cognition, Education, and Multimedia (pp. 129-156). Routledge.
Brown, M. G. (2016). Blended instructional practice: A review of the empirical literature on instructors’ adoption and use of online tools in face-to-face teaching. The Internet and Higher Education, 31, 1–10. https://doi.org/10.1016/j.iheduc.2016.05.001
Davidson, F., & Fulcher, G. (2007). The Common European Framework of Reference (CEFR) and the design of language tests: A matter of effect. Language Teaching, 40(3), 231-241.
Finlay, M. J., Tinnion, D. J., & Simpson, T. (2022). A virtual versus blended learning approach to higher education during the COVID-19 pandemic: The experiences of a sport and exercise science student cohort. Journal of Hospitality, Leisure, Sport & Tourism Education, 30, 100363. https://doi.org/10.1016/j.jhlste.2021.100363
Gallo, C. (2014). 9 Public-Speaking Lessons from the World’s Greatest TED Talks. Leadership.
Ginda, M., Richey, M. C., Cousino, M., & Börner, K. (2019). Visualising learner engagement performance and trajectories to evaluate and optimise online course design. PLOS ONE, 14(5), e0215964. https://doi.org/10.1371/journal.pone.0215964
Godwin-Jones, R. (2016). Augmented reality and language learning: From annotated vocabulary to place-based mobile games. Language Learning & Technology, 20(3), 9–19. http://dx.doi.org/10125/44475
Gu, X. (2021). Response to “A design framework for enhancing engagement in student-centred learning: own it, learn it, and share it”: a design perspective. Educational Technology Research and Development, 69(1), 101–104. https://doi.org/10.1007/s11423-020-09896-w
Hossein, M., & Hwang, G.-J. (2020). The effect of online vs. blended learning in developing English language skills by nursing student: an experimental study. Interactive Learning Environments. https://doi.org/10.1080/10494820.2020.1739079
Hsu, H. C. K., Wang, C. V., & Levesque-Bristol, C. (2019). Re-examining the impact of self-determination theory on learning outcomes in the online learning environment. Education and Information Technologies, 24(3), 2159-2174.
Ikhsan, R. B., Saraswati, L. A., Muchardie, B. G., & Susilo, A. (2019, October). The determinants of students’ perceived learning outcomes and satisfaction in BINUS online learning. In 2019 5th International Conference on New Media Studies (CONMEDIA) (pp. 68-73). IEEE.
Jaggars, S. S., Edgecombe, N., & Stacey, G. W. (2013). What we know about online course outcomes. Research Overview. Community College Research Center, Columbia University.
Jumaat, N. F., & Tasir, Z. (2014). Instructional scaffolding in online learning environment: A meta-analysis. Proceedings of Teaching and Learning in Computing and Engineering (pp. 74–77).
Katz, S. (2001). Videoconferencing with the French-speaking world: A user’s guide. Foreign Language Annals, 2, 152–157.
Kelm, O. (1992). Synchronous computer networks in second language instruction: A preliminary report. Foreign Language Annals, 25, 441–454.
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86. https://doi.org/10.1207/s15326985ep4102_1
Lee, E., & Hannafin, M. J. (2016). A design framework for enhancing engagement in student-centered learning: Own it, learn it, and share it. Educational technology research and development, 64, 707-734.
Li, B., Yu, J., Sun, L., & Yang, H. (2024). Impact of active learning instruction in blended learning on students' anxiety levels and performance. Frontiers in Education. https://doi.org/10.3389/feduc.2024.1332778
McBrayer, J. S., Pannell, S., Uriegas, B., Fallon, K., & Sullivan, P. (2023). Computer-based formative assessment practices of core academics within a one-to-one computing environment. International Journal of Instruction, 16(2), 871–886. https://doi.org/10.29333/iji.2023.16246a
McCormick, K., & Salcedo, J. (2020). SPSS statistics for dummies. John Wiley & Sons.
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, DC: U.S. Department of Education.
Mohammed, S. H., & Kinyó, L. (2022). The cross-cultural validation of the technology-enhanced social constructivist learning environment questionnaire in the Iraqi Kurdistan Region. Research and Practice in Technology Enhanced Learning, 17, 25. https://doi.org/10.1186/s41039-022-00199-7
Oliva, M., & Pollastrini, Y. (1995). Internet resources and second language acquisition: An evaluation of virtual immersion. Foreign Language Annals, 28(4), 551–563. https://doi.org/10.1111/j.1944-9720.1995.tb00828.x
Olivos, E. M., & Lucero, A. (2018, February 7). Latino parents in dual language immersion programs: Why are they so satisfied? International Journal of Bilingual Education and Bilingualism, 23(10), 1211–1224. https://doi.org/10.1080/13670050.2018.1436520
Park, Y., & Doo, M. Y. (2024). Role of AI in Blended Learning: A Systematic Literature Review. International Review of Research in Open and Distributed Learning, 25(1), 164-196.
Ravi Sharma, K., Jones, W., Anderson, W., Inthiran, A., & Tabatabaee, M. (2022). The digital transformation of higher education – “uni for nothin’ MOOCs for free”? Journal of Information Technology Case and Application Research, 24(1), 34-60. https://doi.org/10.1080/15228053.2021.1889741
Rogers, J., & Révész, A. (2020). Experimental and quasi-experimental designs. In The Routledge Handbook of Research Methods in Applied Linguistics (pp. 1-237). New York: Routledge.
Sun, L., & Asmawi, A. (2023). The effect of WeChat-based instruction on Chinese EFL undergraduates’ business English writing performance. International Journal of Instruction, 16(1), 43–60. https://doi.org/10.29333/iji.2023.1613a
Symeonides, R., & Childs, C. (2015). The personal experience of online learning: An interpretative phenomenological analysis. Computers in Human Behavior, 51, 539–545. https://doi.org/10.1016/j.chb.2015.05.015
Utts, J., Sommer, B., Acredolo, C., Maher, M. W., & Matthews, H. R. (2003). A study comparing traditional and hybrid internet-based instruction in introductory statistics classes. Journal of Statistics Education, 11(3). https://doi.org/10.1080/10691898.2003.11910722
Vanderbilt, T. C. (1991). Anchored instruction and its relationship to situated cognition. American Educational Research Association, 2-10.
Vijaya Kumar, S., & Revathi Viswanathan. (2018). Performance analysis in blended and online classrooms: An experimental study. CALL-EJ, 19(2), 100-124.
Wu, L., Hsieh, P.-J., & Wu, S.-M. (2022). Developing effective e-learning environments through e-learning use mediating technology affordance and constructivist learning aspects for performance impacts: Moderator of learner involvement. The Internet and Higher Education, 55, 100871. https://doi.org/10.1016/j.iheduc.2022.100871
