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Teaching English Grammar in a Hybrid Academic ESL Course: A Mixed Methods Study

Teaching English Grammar in a Hybrid Academic ESL Course: A Mixed Methods Study

Tülay Dixon, MaryAnn Christison
Copyright: © 2021 |Pages: 23
ISBN13: 9781799866091|ISBN10: 1799866092|ISBN13 Softcover: 9781799866107|EISBN13: 9781799866114
DOI: 10.4018/978-1-7998-6609-1.ch010
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MLA

Dixon, Tülay, and MaryAnn Christison. "Teaching English Grammar in a Hybrid Academic ESL Course: A Mixed Methods Study." CALL Theory Applications for Online TESOL Education, edited by Kenneth B. Kelch, et al., IGI Global, 2021, pp. 229-251. https://doi.org/10.4018/978-1-7998-6609-1.ch010

APA

Dixon, T. & Christison, M. (2021). Teaching English Grammar in a Hybrid Academic ESL Course: A Mixed Methods Study. In K. Kelch, P. Byun, S. Safavi, & S. Cervantes (Eds.), CALL Theory Applications for Online TESOL Education (pp. 229-251). IGI Global. https://doi.org/10.4018/978-1-7998-6609-1.ch010

Chicago

Dixon, Tülay, and MaryAnn Christison. "Teaching English Grammar in a Hybrid Academic ESL Course: A Mixed Methods Study." In CALL Theory Applications for Online TESOL Education, edited by Kenneth B. Kelch, et al., 229-251. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-6609-1.ch010

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Abstract

This study investigates whether hybrid instruction can positively affect the development of learners' 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 used. To investigate learner perceptions of the hybrid design, learners were asked to complete a questionnaire and participate in a focus group. The results indicate that after the treatment there were negligible differences between the two groups in terms of their knowledge of English grammar and editing skills. The learners had positive perceptions of the hybrid design and offered some suggestions for improving course effectiveness.

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