The Effect of Blended Learning in English Syntax Course

• Published in: International Journal of Advanced Culture Technology(IJACT) Vol. 12; no. 4; pp. 71 - 77
• Main Author: Mi Sook Park
• Format: Journal Article
• Language: English
• Published: 국제문화기술진흥원 31.12.2024
• Subjects: 과학기술학; Learning Materials; Blended Learning; English Syntax; Self-directed Learning; Utilization of ChatGPT; Students’ Preference
• ISSN: 2288-7202; 2288-7318
• DOI: 10.17703/IJACT.2024.12.4.71

Blended learning is a teaching-learning model that combines online and offline classes to enhance teaching quality and students’ learning abilities. It has been examined in a variety of educational fields and has proven to be effective. Under the assumption that such an outcome might be possible in linguistics subjects, this study investigates the effectiveness of blended learning in an English syntax class in which different sentence structures need to be decomposed with rule- or constraint-based theories and their grammaticality should be validated. Online classes conduce self-directed learning and individual learning plans, while offline classes head up question and answer, problem solving, and instructor’s comment on core learning points. Students’ concentration is also verified to be relatively dominant in offline classes. It increases the value of the teaching model by using ChatGPT which enforces the communication between learners and the instructor, resulting in improving the quality on the effect and interest in learning and teaching. Thanks to these advantages, the blended learning model is found to be more effective than traditional face-to-face learning in English syntax class. Therefore, it could be worthwhile to further develop the blended learning model as an effective teaching model for English syntax course that requires the examination of practical exemplifications for the applications of conditions or constraints to different sentence structures.