Effect of inquiry-based mobile learning (IBML) on university students' questioning and public speaking skills

Name: Nattiya Bunwirat

Address: 333 Moo1, Thasud, Muang, Chiang Rai 57100

Organization : Mae Fah Luang University. School of Liberal Arts. English for Professional Development

Email : ask.library@mfu.ac.th

keyword: Mobile learning

LCSH: Mobile communication systems in education -- Thailand

Classification :.LCCS: PE1128.A2

LCSH: English language -- Study and teaching (Higher) -- Foreign speakers

LCSH: Public speaking

LCSH: Communication

Abstract: The purposes of this study were to (1) develop an instructional model based on the integration of an Inquiry-based Learning (IBL), and Mobile Learning (M-Learning) approach to enhance questioning and public speaking skills among undergraduate students, (2) evaluate the effectiveness of the developed instructional model, and (3) investigate students’ attitudes toward the developed instructional model. Three research questions were postulated. (1) What are the principles and learning process of IBML to enhance students’ questioning and public speaking skills? (2) To what extent does the instructional model based on IBL and M-Learning enhance students’ questioning and public speaking skills? and (3) What are students’ attitudes toward the instructional model based on IBL and M-Learning? The research procedure was divided into two stages: (1) the development of an instructional model, and (2) implementation and evaluation of the effectiveness of the developed instructional model. Thirty undergraduate students at the Faculty of Arts of a private university in Chiang Mai, Thailand were chosen as the research subjects. The duration of the experiment was one semester. Data were collected through both quantitative and qualitative approaches. Quantitative data, as students’ abilities of questioning and public speaking, were collected in pre/posttests and during each learning unit by asking questions in the KWH chart and public speaking assessment. Evaluation of learning outcomes regarding levels of questioning and public speaking ability was assessed through the scoring rubrics inventory developed by the researcher. Data were analyzed using the dependent t-test and one way repeated measure of ANOVA. Other quantitative data were gathered by the Technology Acceptance Model (TAM) questionnaire to explore students’ attitudes toward the developed instructional model. Descriptive statistics including frequency, mean (M), and standard deviation (SD) were applied to analyze the data. Semi-structured interviews were conducted to collect qualitative data of students’ attitudes toward the instructional model and results were analyzed using thematic analysis. Findings were as follows: 1. The developed instructional model consisted of four principles namely; provide borderless classrooms, develop active learners, empower students’ learning through mobile technology, and foster a collaborative environment. Teaching stages of the instructional model were: (1) stimulating curiosity and questioning, (2) investigation and peer experiences, and (3) communication and reflections. The proportion of in-class mode and mobile mode of learning was 50 : 50. 2. After implementation, the effectiveness of the instructional model was assessed. Average scores of questioning skills (M = 3.63, SD = 0.51) and public speaking skills (M = 10.73, SD = 1.91) in the posttest were significantly higher than during the pretest (M = 2.58, SD = 0.43 and M = 8.76, SD = 1.72) at the .05 level with a large size effect of 0.79 and 0.76, respectively. Results of one-way ANOVA with repeated measures indicated statistically significant differences in questioning (F [2, 87] = 18.66, p < .05) and public speaking skills (F [2, 87] = 14.75, p < .05) between units. Results of the TAM questionnaire (M = 4.44, SD = 0.60) and the semi-structured interviews also revealed that students had a positive attitude toward the developed instructional model. Based on the findings, Mobile Learning can be integrated into Inquiry-based Learning and utilized to teach the English language. The developed instructional model should be implemented as an effective means to enhance EFL undergraduate students’ questioning and public speaking skills.

Mae Fah Luang University. The Learning Resources and Education Media Center

Address: Chiang Rai

Email: library@mfu.ac.th

Name: Maneerat Chuaychoowong

Role: Advisor

Email : ask.library@mfu.ac.th

Name: Somsak Boonsathorn

Role: Co-Advisor

Email : ask.library@mfu.ac.th

Created: 2018

Modified: 2019-05-24

Issued: 2019

Issued: 2019-05-24

วิทยานิพนธ์/Thesis

application/pdf

CallNumber: Thesis PE1128.A2 N283e 2018

eng

DegreeName: Dotor of Philosophy

Level: Doctoral Degree

Descipline: English for Professional Development

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