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Journal Issue
Volume 14 Issue 3 / Jul 2016  pp150‑232

Editor: Rikke Ørngreen, Karin Levinsen

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Editorial for EJEL Volume 14 Issue 3  pp150‑151

Karin Levinsen, Rikke Ørngreen

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The art of Gamification; Teaching Sustainability and System Thinking by Pervasive Game Development  pp152‑168

Anders Nordby, Kristine Øygardslia, Ulrik Sverdrup, Harald Sverdrup

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The Effects of Instructor Control of Online Learning Environments on Satisfaction and Perceived Learning  pp169‑180

Jamie Costley, Christopher Lange

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Student Characteristics and Learning Outcomes in a Blended Learning Environment Intervention in a Ugandan University  pp181‑195

Mugenyi Justice Kintu, Chang Zhu

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The effectiveness of instructor personalized and formative feedback provided by instructor in an online setting: some unresolved issues  pp196‑203

Dolors Plana-Erta, Soledad Moya, Pep Simo

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The relationship between an Online Synchronous Learning Environment and Knowledge Acquisition Skills and Traits: The Blackboard Collaborate Experience  pp204‑222

John Politis, Denis Politis

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Enhancing Students Language Skills through Blended Learning  pp223‑232

Choosri Banditvilai

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Abstract

Abstract: This paper presents a case study of using blended learning to enhance students language skills and learner autonomy in an Asian university environment. Blended learning represents an educational environment for much of the world where computers and the Internet are readily available. It combines self‑study with valuable face‑to‑face interaction with a teacher. This study puts the spotlight on learning outcomes in an English for Specific Purposes (ESP) class in Thailand in which e‑learning str ategies are used in parallel with traditional classroom language teaching methods of the four language learning skills. These skills are listening, speaking, reading and writing. The achievements and attitudes of students were compared between the control group and the experimental group to measure the potential of available technology to develop language skills and learner autonomy. The findings from this study show that online practice is directly beneficial to enhance the four language learning skills as well as autonomous learning and learner motivation. 

 

Keywords: Keywords: blended learning, e-learning, learner autonomy, Communicative Business English, English for Specific Purposes, ESP, motivation

 

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