Welcome to the InfoSci Platform
Teaching English Grammar in a Hybrid Academic ESL Course

Teaching English Grammar in a Hybrid Academic ESL Course

Tülay Dixon, MaryAnn Christison
Copyright: © 2018 |Pages: 21
ISBN13: 9781522529330|ISBN10: 1522529330|EISBN13: 9781522529347
DOI: 10.4018/978-1-5225-2933-0.ch009
Cite Chapter Cite Chapter

MLA

Dixon, Tülay, and MaryAnn Christison. "Teaching English Grammar in a Hybrid Academic ESL Course." Applications of CALL Theory in ESL and EFL Environments, edited by James Perren, et al., IGI Global, 2018, pp. 149-169. https://doi.org/10.4018/978-1-5225-2933-0.ch009

APA

Dixon, T. & Christison, M. (2018). Teaching English Grammar in a Hybrid Academic ESL Course. In J. Perren, K. Kelch, J. Byun, S. Cervantes, & S. Safavi (Eds.), Applications of CALL Theory in ESL and EFL Environments (pp. 149-169). IGI Global. https://doi.org/10.4018/978-1-5225-2933-0.ch009

Chicago

Dixon, Tülay, and MaryAnn Christison. "Teaching English Grammar in a Hybrid Academic ESL Course." In Applications of CALL Theory in ESL and EFL Environments, edited by James Perren, et al., 149-169. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-2933-0.ch009

Export Reference

Mendeley
Favorite

Abstract

This study investigates whether hybrid instruction has a positive effect on the development of students' knowledge of English grammar and editing skills, as well as whether learners have positive perceptions of the hybrid design. The study was conducted in two sections of an English grammar and editing skills class. One section was designed as a hybrid course, while the other was a traditional face-to-face (f2f) class. To determine the effectiveness of hybrid instruction, a quasi-experimental design with a pre- and posttest was employed. To investigate learner perceptions of the hybrid design, learners completed a questionnaire and participated in a focus group. The results indicate that there was no significant difference between the two groups in terms of their knowledge of English grammar and editing skills after the treatment. The learners had positive perceptions of the hybrid design and also offered some suggestions for improving course effectiveness.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.