Ict use and instruction modes in pandemic and post-pandemic contexts: A study on ESP students’ motivation and academic performance

Manuel Rodríguez-Peñarroja; Julia Haba-Osca

doi:10.4995/rlyla.2024.20739

Authors

Manuel Rodríguez-Peñarroja Universitat Jaume I https://orcid.org/0000-0002-9917-6481
Julia Haba-Osca Universitat de València https://orcid.org/0000-0002-9493-4597

DOI:

https://doi.org/10.4995/rlyla.2024.20739

Keywords:

information and communication technology, blended-learning, English for specific purposes, intrinsic motivation, Covid-19 pandemic

Abstract

The implementation of information and communication technology became crucial amidst the Covid-19 pandemic. Several studies have been carried out on the effect of technology-mediated instruction modes on learners from diverse educational backgrounds, yet few articles have discussed the pandemic aftereffects in ESP students. This study seeks to investigate the use of technologies and the impact of the pandemic on ESP students’ motivation and academic outcomes. Data was collected from 116 students assigned to three groups, the Experimental 1 group (N=39) and the Control group (N=48) data was gathered in 2021-2022 post-pandemic context. The Experimental group 2 (N=29) data collection took place in 2020-2021 pandemic context. A medium-impact blend ESP course was implemented with both Experimental groups while the Control group experienced coursebook based traditional instruction. Group comparisons revealed the detrimental effects of the pandemic and the positive impact of the ICT-mediated medium blend implementation on both students’ motivation and academic outcomes. These findings contribute to identify the pandemic aftereffects and the challenges for all of the stakeholders in this particular context.

Downloads

Download data is not yet available.

References

Agung, A. S. N., Surtikanti, M. W., & Quinones, C. A. (2020). Students' perception of online learning during COVID-19 pandemic: A case study on the English students of STKIP Pamane Talino. SOSHUM: Jurnal Sosial Dan Humaniora, 10(2), 225-235. https://doi.org/10.31940/soshum.v10i2.1316

Alammary, A., Sheard, J., & Carbone, A. (2014). Blended learning in higher education: Three different design approaches. Australasian Journal of Educational Technology, 30(4), pp. 440-454. https://doi.org/10.14742/ajet.693

Ali, W. (2020). Online and remote learning in higher education institutes: A necessity in light of COVID-19 pandemic. Higher education studies, 10(3), 16-25. https://doi.org/10.5539/hes.v10n3p16

Alkhudiry, R., & Alahdal, A. (2021). The Role of Online Learning during and Post COVID-19: A Case of Psycho-Social Study. TESOL International Journal, 16(1), 119-138.

Alshenqeeti, H. (2018). Motivation and foreign language learning: exploring the rise of motivation strategies in the EFL classroom. International Journal of Applied Linguistics and English Literature, 7(7), 1-8. https://doi.org/10.7575/aiac.ijalel.v.7n.7p.1

Bailey, D. (2022). Interactivity during Covid-19: Mediation of learner interactions on social presence and expected learning outcome within videoconference EFL courses. Journal of Computers in Education, 9(2), 291-313. https://doi.org/10.1007/s40692-021-00204-w

Beltrán-Palanques, V. (2023). Digitalizing a Multimodal Genre-Based Approach to Teaching Elevator Pitch: Pedagogical Implications and Students' Experiences. In Optimizing Online English Language Learning and Teaching (pp. 255-271). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-031-27825-9_13

Bernard, R. M., Borokhovski, E., Schmid, R. F., Tamim, R. M., & Abrami, P. C. (2014). A meta-analysis of blended learning and technology use in higher education: From the general to the applied. Journal of Computing in Higher Education, 26, 87-122. https://doi.org/10.1007/s12528-013-9077-3

Bobkina, J., & Romero, E. D. (2023). Students' Perceptions of Digital Oral Skills Development in ESP University Students: Strengths and Weaknesses in Digital Communication in the COVID World. In Optimizing Online English Language Learning and Teaching (pp. 85-107). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-031-27825-9_5

Buragohain, D. (2018). Classroom assessments for improving writing proficiency of English language learners: Innovation, interaction, and impact. Journal of Language Teaching and Research, 9(2), 243-249. https://doi.org/10.17507/jltr.0902.04

Camiciottoli, B. C. (2010). Meeting the challenges of European student mobility: Preparing Italian Erasmus students for business lectures in English. English for Specific Purposes, 29(4), 268-280. https://doi.org/10.1016/j.esp.2010.01.001

Campillo-Ferrer, J. M., & Miralles-Martínez, P. (2021). Effectiveness of the flipped classroom model on students' self-reported motivation and learning during the COVID-19 pandemic. Humanities and Social Sciences Communications, 8(1), 1-9. https://doi.org/10.1057/s41599-021-00860-4

Castillo-Rodríguez, C., Toledo-Báez, C., & Seghiri, M. (2023). Teaching interpreting in times of Covid: perspectives, experience and satisfaction. Revista de Lingüística y Lenguas Aplicadas, 18, 19-33. https://doi.org/10.4995/rlyla.2023.18747

Chen, P. J. (2021). Looking for the right blend: A blended EFL university writing course. Computer Assisted Language Learning, 1-30. https://doi.org/10.1080/09588221.2021.1974052

Clark-Wilson, A., Robutti, O., & Thomas, M. (2020). Teaching with digital technology. ZDM: Mathematics Education, 52(7): 1223-1242. https://doi.org/10.1007/s11858-020-01196-0

Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Abingdon. England: Routledge.

Collado-Valero, J., Rodríguez-Infante, G., Romero-González, M., Gamboa-Ternero, S., Navarro-Soria, I., & Lavigne-Cerván, R. (2021). Flipped classroom: Active methodology for sustainable learning in higher education during social distancing due to COVID-19. Sustainability, 13(10), 5336. https://doi.org/10.3390/su13105336

Crawford, R., & Jenkins, L. E. (2018). Making pedagogy tangible: Developing skills and knowledge using a team teaching and blended learning approach. Australian Journal of Teacher Education (Online), 43(1), 127-142. https://doi.org/10.14221/ajte.2018v43n1.8

Crawford, J., Butler-Henderson, K., Rudolph, J., & Glowatz, M. (2020). COVID-19: 20 countries' higher education intra-period digital pedagogy responses. Journal of Applied Teaching and Learning (JALT), 3(1), https://doi.org/10.37074/jalt.2020.3.1.7

Deci, E. L., & Ryan, R. M. (2010). Self‐determination. In I. B. Weiner & W. E. Craighead (Eds.), Corsini encyclopaedia of psychology (4th ed., pp. 1-2). London: John Wiley & Sons.

Escobar-Fandiño, F. G., Muñoz, L. D., & Velandia, A. J. S. (2019). Motivation and E-Learning English as a foreign language: A qualitative study. Heliyon, 5(9). https://doi.org/10.1016/j.heliyon.2019.e02394

Fortanet-Gómez, I., & Ruiz-Madrid, N. (2023). Adapting English Language Teaching: Moving Online During the COVID-19 Crisis. In Optimizing Online English Language Learning and Teaching (pp. 11-30). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-031-27825-9_2

French, S., & Kennedy, G. (2017). Reassessing the value of university lectures. Teaching in Higher Education, 22(6), 639-654. https://doi.org/10.1080/13562517.2016.1273213

Gaffas, Z. M. (2023). Students' perceptions of e-learning ESP course in virtual and blended learning modes. Education and Information Technologies, 1-30. https://doi.org/10.1007/s10639-023-11579-x

Girón-García, C., & Boghiu-Balaur, S. (2021). A mixed-methods study of online learning in the EFL classroom. Revista de Lingüística y Lenguas Aplicadas, 16, 95-122. https://doi.org/10.4995/rlyla.2023.18747

Gisbert, M., & Esteve, F. (2011). Digital Learners: la competencia digital de los estudiantes universitarios. La cuestión universitaria, (7), 48-59.

Hadie, S. N. H., Tan, V. P. S., Omar, N., Nik Mohd Alwi, N. A., Lim, H. L., & Ku Marsilla, K. I. (2021). COVID-19 disruptions in health professional education: use of cognitive load theory on students' comprehension, cognitive load, engagement, and motivation. Frontiers in Medicine, 8, 739238. https://doi.org/10.3389/fmed.2021.739238

Heo, H., Bonk, C. J., & Doo, M. Y. (2022). Influences of depression, self-efficacy, and resource management on learning engagement in blended learning during COVID-19. The Internet and higher education, 54, 100856. https://doi.org/10.1016/j.iheduc.2022.100856

Holmes, K., & Prieto-Rodriguez, E. (2018). Student and staff perceptions of a learning management system for blended learning in teacher education. Australian Journal of Teacher Education (Online), 43(3), 21-34. https://doi.org/10.14221/ajte.2018v43n3.2

Hua, M., & Wang, L. (2023). The relationship between Chinese university students' learning preparation and learning achievement within the EFL blended teaching context in COVID-19 post-epidemic era: The mediating effect of learning methods. PLoS One, 18(1), e0280919. https://doi.org/10.1371/journal.pone.0280919

Hubackova, S., & Semradova, I. (2016). Evaluation of blended learning. Procedia-Social and Behavioral Sciences, 217, 551-557. https://doi.org/10.1016/j.sbspro.2016.02.044

Işık-Taş, E.E., Kenny, N. (2020). Current Practices, Challenges, and Innovations in English for Specific Purposes Instruction and Research. In: Kenny, N., Işık-Taş, E., Jian, H. (eds) English for Specific Purposes Instruction and Research. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-32914-3_1

Jendrych, E. (2013). Developments in ESP teaching. Studies in Logic, Grammar and Rhetoric, 34(1), 43-58. https://doi.org/10.2478/slgr-2013-0022

Kennedy, C. (2012). ESP projects, English as a global language, and the challenge of change. Ibérica, Revista de la Asociación Europea de Lenguas para Fines Específicos, 24, 43-54. Retrieved from http://revistaiberica.org/index.php/iberica/article/view/292

Khojasteh, L., Karimian, Z., Farahmandi, A. Y., Nasiri, E., & Salehi, N. (2023). E-content development of English language courses during COVID-19: a comprehensive analysis of students' satisfaction. Journal of Computers in Education, 10(1), 107-133. https://doi.org/10.1007/s40692-022-00224-0

Lane, S., Hoang, J. G., Leighton, J. P., & Rissanen, A. (2021). Engagement and satisfaction: Mixed-method analysis of blended learning in the sciences. Canadian Journal of Science, Mathematics and Technology Education, 21(1), 100-122. https://doi.org/10.1007/s42330-021-00139-5

Lee, J. (2020). Mental health effects of school closures during COVID-19. The Lancet Child & Adolescent Health, 4(6), 421. https://doi.org/10.1016/S2352-4642(20)30109-7

Li, L. (2018). Integrating technology in ESP: Pedagogical principles and practice. In R. Muñoz-Luna & L. Taillefer (Eds.), Integrating information and communication technologies in ESP (pp. 7-25). Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-319-68926-5_2

Lightbown, P. M., & Spada, N. (2021). How Languages Are Learned 5th Edition. Oxford university press.

Long, C. S., Sinclair, B. B., Fraser, B. J., Larson, T. R., & Harrell, P. E. (2022). Preservice teachers' perceptions of learning environments before and after pandemic-related course disruption. Learning Environments Research, 1-15. https://doi.org/10.1007/s10984-021-09376-9

Markova, T., Glazkova, I., & Zaborova, E. (2017). Quality issues of online distance learning. Procedia-Social and Behavioral Sciences, 237, 685-691. https://doi.org/10.1016/j.sbspro.2017.02.043

Means, B., Toyama, Y., Murphy, R., Bakia, M., and Jones, K (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Retrieved from: https://repository.alt.ac.uk/629/1/US_DepEdu_Final_report_2009.pdf

Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1, 100012. https://doi.org/10.1016/j.ijedro.2020.100012

Moorhouse, B. L. (2020). Adaptations to a face-to-face initial teacher education course 'forced'online due to the COVID-19 pandemic. Journal of education for teaching, 46(4), 609-611. https://doi.org/10.1080/02607476.2020.1755205

Monzonís, N. C., Méndez, V. G., Ariza, A. C., & Magaña, E. C. (2020). Aula invertida en tiempos de COVID-19: una perspectiva transversal. IJERI 15: 326-341. https://doi.org/10.46661/ijeri.5439

Muñoz-Luna, R., & Taillefer, L. (2018). Integrating information and communication technologies in English for specific purposes (Vol10). Springer. https://doi.org/10.1007/978-3-319-68926-5_1

Plonsky, L., & Oswald, F. L. (2014). How big is "big"? Interpreting effect sizes in L2 research. Language learning, 64(4), 878-912. https://doi.org/10.1111/lang.12079

Reimers, F. M., Amaechi, U., Banerji, A., & Wang, M. (2021). Can universities and schools learn together? Connecting research, teaching and outreach to sustain educational opportunity during a pandemic. In Reimers, F. M., Amaechi, U., Banerji, A., & Wang, M. (Eds.), An educational calamity: Learning and teaching during the COVID-19 pandemic, (pp. 3-21). UNESCO.

Roy, D., Tripathy, S., Kar, S. K., Sharma, N., Verma, S. K., & Kaushal, V. (2020). Study of knowledge, attitude, anxiety & perceived mental healthcare need in Indian population during COVID-19 pandemic. Asian journal of psychiatry, 51, 102083. https://doi.org/10.1016/j.ajp.2020.102083

Ryan, R. M., & Deci, E. L. (2017). Basic psychological needs in motivation, development, and wellness. New York, NY: Guilford Press. https://doi.org/10.1521/978.14625/28806

Self-Determination Theory. (n.d.). Intrinsic Motivation Inventory (IMI). Retrieved from https://selfdeterminationtheory.org/wp-content/uploads/2022/02/IMI_Complete.pdf

Sharma, P., & Barrett, B. (2008). Blended learning: Using technology in and beyond the language classroom. Macmillan.

Shyr, W. J., & Chen, C. H. (2018). Designing a technology‐enhanced flipped learning system to facilitate students' self‐regulation and performance. Journal of Computer assisted learning, 34(1), 53-62. https://doi.org/10.1111/jcal.12213

Silvestre-López, A. J., & Girón-García, C. (2023). Exploring Moodle Effectiveness to Foster Online ESP During the COVID-19 Pandemic: An Analysis of Task Performance and Students' Perceptions in Online Language Learning Contexts. In Optimizing Online English Language Learning and Teaching (pp. 217-235). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-031-27825-9_11

Spanjers, I. A., Könings, K. D., Leppink, J., Verstegen, D. M., de Jong, N., Czabanowska, K., & van Merrienboer, J. J. (2015). The promised land of blended learning: Quizzes as a moderator. Educational Research Review, 15, 59-74. https://doi.org/10.1016/j.edurev.2015.05.001

Spring, K. J., Graham, C. R., & Ikahihifo, T. B. (2018). Learner engagement in blended learning. In Encyclopedia of Information Science and Technology, Fourth Edition (pp. 1487-1498). IGI Global. https://doi.org/10.4018/978-1-5225-2255-3.ch128

Stoller, F. L., & Robinson, M. S. (2018). Innovative ESP teaching practices and materials development. In Key issues in ESP in higher education (pp. 29-49). Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-319-70214-8_3

Strutt, P. (2007). English for International Tourism. Intermediate. Student's book. Harlow: Longman Group UK Limited.

Sutherland, K., Brock, G., de Villiers Scheepers, M. J., Millear, P. M., Norman, S., Strohfeldt, T., ... & Black, A. L. (2023). Non-traditional students' preferences for learning technologies and impacts on academic self-efficacy. Journal of Computing in Higher Education, 1-22. https://doi.org/10.1007/s12528-023-09354-5

Tavakoli, H., Lotfi, A. R., & Biria, R. (2019). Effects of CALL-mediated TBLT on motivation for L2 reading. Cogent Education, 6(1), 1580916, https://doi.org/10.1080/2331186X.2019.1580916

Trinder, R. (2017). Informal and deliberate learning with new technologies. Elt Journal, 71(4), 401-412. https://doi.org/10.1093/elt/ccw117

Valtonen, T., Pontinen, S., Kukkonen, J., Dillon, P., Väisänen, P., & Hacklin, S. (2011). Confronting the technological pedagogical knowledge of Finnish Net Generation student teachers. Technology, Pedagogy and Education, 20(1), 3-18. https://doi.org/10.1080/1475939X.2010.534867

Waycott, J., Bennett, S., Kennedy, G., Dalgarno, B., & Gray, K. (2010). Digital divides? Student and staff perceptions of information and communication technologies. Computers & education, 54(4), 1202-1211. https://doi.org/10.1016/j.compedu.2009.11.006

Yen, S. C., Lo, Y., Lee, A., & Enriquez, J. (2018). Learning online, offline, and in-between: comparing student academic outcomes and course satisfaction in face-to-face, online, and blended teaching modalities. Education and Information Technologies, 23, 2141-2153. https://doi.org/10.1007/s10639-018-9707-5

Zainnuri, H., Ngadiso, N., Sarosa, T., Kristiandi, K., Asrori, M., Setyaningsih, E., & Karismawati, E. P. (2022, November). Educational mobile interactive learning activities on English language teaching during the COVID-19 pandemic: Systematic literature review. In Teacher Education and Teacher Professional Development in the COVID-19 Turn: Proceedings of the International Conference on Teacher Training and Education (ICTTE 2021), Surakarta, Indonesia, August 25-26, 2021. Taylor & Francis. https://doi.org/10.1201/9781003347798-8

Zhou, Q. (2018) The Challenges Facing EFL Motivation in China and the Discussion of Possible Solutions. DEStech Transactions on Economics, Business and Management, 3rd International Conference on Society Science and Economics Development (ICSSED).