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The Impact of a Blended Learning Course on Khartoum University Students` Achievement and Motivation to Learn Scientific English


Authors: Alajab Mohammed Alajab
Abstract: The aim of this study is to assess the impact of a proposed blended learning strategy for teaching Scientific English among Khartoum University, therapeutic & health nutrition students’ achievement and motivation to learn scientific English. The sample consisted of (137) college students who are studying in faculty of education, home science department. The experimental group was composed of 48 students who enrolled in the English for Science, University required courses during the first semester of the academic year 2012/2013. The control group composed of the previous home science first year students who were enrolled in the same course in the first semester of the academic years 2010/2011(33 students) and 2005/2006 (56 students) respectively. The experimental group taught the course contents by using the proposed blended learning strategy, while the two control groups (2011/2012 & 2005/2006 academic year groups) taught the course contents through the conventional (traditional face–to-face) approach of teaching. Learners' motivation toward course learning materials was measured using the Instructional Materials Motivation Survey (IMMS) instrument, which consisted of four motivation categories based on Keller’s model: Attention, Relevance, Confidence, and Satisfaction. Data analysis revealed that there was a significant effect of the proposed blended learning strategy on subjects` achievement in the English for Science; University required course as well as their motivation to learn Scientific English. Moreover, results indicated that experimental groups’ candidates reported a high degree of satisfaction with blended learning experience in Scientific English. Based on the study results some recommendations and suggestions for further research were driven.
Keywords: Scientific English, English for Science, University Required Course, e-learning, blended learning, motivation for learning, and satisfaction with learning
Published in: American International Journal of Social Science ; Vol. 4(No. 2):27
URL: http://www.aijssnet.com/journal/index/312
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