A Comparative Study of the Students’ Perceived Competency Developed from Different English Online Lessons
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Abstract
According to the outbreak of the Covid-19 in Thailand, this situation has shifted from traditional learning and teaching in many courses such as English courses to online platforms, resulting in the increase in using technology which plays crucial roles in learning and teaching. This study, therefore, aims to compare university students’ perceptions on competency through the development of different English online lessons, and the students’ perception on the technology assisted in English language learning based on communicative language teaching approach. The respondents in this study were selected from a convenient sampling method. They were two groups of undergraduate students majoring in Business English, Faculty of Humanities and Social Sciences at Suan Sunandha Rajabhat University in the academic year of 2021. Each group of respondents studied one different English lesson, and each lesson lasted three hours. The data were collected by using questionnaires consisting of two parts: Likert scale questionnaire and open ended questions. The data obtained from the questionnaire were analyzed by using descriptive statistics such as average, standard deviations, and the independent t-test to compare the differences. The data obtained from the open-ended questions were analyzed descriptively. The results of the study show that there were no significant differences in the mean scores of the students’ perceived competency and the use of technology for English language learning (p > .05). Many students, however, found study onsite more preferable, and some problematic issues were found such as the readiness of equipment, internet signal, and their lack of skill in using technology. The results of the study also showed other factors affecting students’ perceived competency and the use of technology, for example, the level of technological proficiency among teachers and students, and online sequencing activities, aside from the implementation of technology in different English lessons. The implications of the study provide guidance on using technology assisted English language learning in Thai tertiary level and to promote students’ perceived competency.
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This article is published under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0), which allows others to share the article with proper attribution to the authors and prohibits commercial use or modification. For any other reuse or republication, permission from the journal and the authors is required.References
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