The effects of a project-based blended learning with communication strategy instruction on English oral communication ability and learner autonomy of undergraduate engineering students

Abstract

Thai undergraduate engineering students seem to have difficulty mastering English oral communication ability and learner autonomy. This study investigated the effects of a project-based blended learning with communication strategy instruction model to develop English oral communication ability and learner autonomy of undergraduate engineering students. Four communication strategies, namely asking for clarification, asking for confirmation, circumlocution, and use of fillers and hesitation devices, and the ways to conduct the independent project, were taught to 20 undergraduate Engineering students in a face-to-face environment. The students carried out their online tasks and an independent project via social platforms (e.g., Facebook, Skype, etc.). Quantitative and qualitative data collection and analyses were conducted. Students’ pretest and posttest scores were compared using the Wilcoxon signed rank test to examine their English oral communication ability development in six aspects (i.e., range, accuracy, fluency, interaction, coherence, and pronunciation) based on the Common European Framework of Reference Languages (CEFR) 2017. Moreover, students’ pre-learner autonomy questionnaire and post-learner autonomy questionnaire scores were compared using the Wilcoxon signed rank test to investigate their learner autonomy development in three main components (i.e., personal responsibilities, personal capabilities, and independent learning), each of which was divided into six aspects, namely determining the goals and the objectives, defining the learning progressions; taking the initiative; making decisions on selecting methods or techniques, communication strategies, and resources; monitoring the task and the project completion procedures; and evaluating the completed tasks and the project. Qualitative data of learner autonomy were obtained from student logs, observation checklists, and semi-structured interviews. The findings revealed that changes in English oral communication ability and learner autonomy took place after the students were taught communication strategies in a blended learning environment and their opinions toward the PBBCSI were at the high level, thus indicating that the project-based blended learning with communication strategy instruction model could be used to promote English oral communication ability and learner autonomy of language learners.