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Type :Thesis
Subject :LB Theory and practice of education
Main Author :Qiu, Chuane
Title :The use of Community of Inquiry based blended learning approach to enhance students vocabulary and Vocabulary Learning Motivation
Hits :20
Place of Production :Tanjong Malim
Publisher :Fakulti Bahasa dan Komunikasi
Year of Publication :2024
Corporate Name :Perpustakaan Tuanku Bainun
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Abstract : Perpustakaan Tuanku Bainun
This study aims to investigate the use of Community of Inquiry (CoI) based blended learning approach to enhance students_ Vocabulary Test Scores (VTS) and Vocabulary Learning Motivation (VLM) in Chinese secondary vocational EFL classroom. It utilized an explanatory sequential mixed methods approach and a quasi-experimental research design. A series of instruments including a Diagnostic Test, a researcher-developed Vocabulary pre-test and post-test, CoI and VLM questionnaires were employed to gather quantitative data while a semi-structured interview to gather qualitative data. A total of 86 first-year students at a Technician College with two campuses in Chongqing, China were allocated to an experimental group (n = 44) and a control group (n = 42) using a purposive sampling method. Results from the quantitative findings revealed that 1) there is a significant difference between the experimental and control groups after the CoI-based blended learning intervention in terms of students_ VTS and VLM; 2) the correlation between students_ CoI (Teaching Presence (TP), Social Presence (SP), Cognitive Presence (CP) and VTS and VLM changed significantly before and after the CoI-based blended learning intervention; 3) TP, SP, CP cannot predict VTS significantly, meanwhile, TP cannot predict VLM significantly as well but SP and CP can. Afterwards, 12 students from the experimental group were then interviewed upon their voluntary basis. Findings were revealed according to the themes of TP (Guidance, Emotion, Supervision), SP (Interaction, Affective collection, Communication method), CP (Strategy, Course approach, Meaningful learning) based on their perceptions. In conclusion, the overall findings of this study suggest that the CoI-based blended learning is an effective approach to enhance students_ VTS and VLM. It may hopefully inform other EFL policymakers, developers and practitioners the potentials of blended teaching supplement from the lens of Community of Inquiry framework in Chinese secondary vocational education context.

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