The Application of Constructivism in Teaching EFL and Worldviews Using MOOCs and SNS

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A constructivist approach to flipped learning inspired students to activate their brains to create new knowledge and to reflect more deeply and consistently on their learning activities. The focus of this study is on evaluating the use of a variety of emerging technologies, from MOOCs to Open Educational Resources (OER), to determine their effectiveness in improving the EFL skills of native Japanese students, including their awareness of worldviews, as part of a blended-learning and flipped-lesson program. The used technologies included ATR CALL Brix, Facebook, Line, and online materials related to worldview studies. An empirical study was conducted to examine the overall effectiveness of the program in improving the TOEIC test scores of the target group of Japanese students. The investigation began in April 2016 and ended in January 2018, targeting 49 third year undergraduates. The participants were required to complete the course using emerging technologies and blended learning and flipped learning materials with their PCs, iPads, and smartphones. The TOEIC pre- and post-training results (n=50) indicated that the program had assisted the students in improving their overall English proficiency during the 10-month training period/per year from CEFR B1 level to B2 level. They also attended the AGU and NUS joint seminar in Singapore for a week. The analysis of the ISS data showed that there was a statistically significant gain in the mean ISS score after the programme, demonstrating that the programme had a positive effect on the participants' intercultural sensitivity. A post-course questionnaire also revealed the students broadened their perspectives, became more open-minded, and changed the way they viewed the world as a result of their exposure to the program.

source:研究プロジェクト報告

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