Eclectic Blended CALL Application of Indonesian EFL College Students with Different Motivation Levels in Critical Reading Courses
Abstract
This study utilized an eclectic blended method with CALL application, combining flipped, brain-targeted teaching, and Know-Want to Know-Learn (KWL) to cater to diverse student learning styles. This study aimed to evaluate the effectiveness of the eclectic method as a teaching strategy, the difference in students’ reading motivation before and after using the eclectic blended method with the CALL application, the difference between high and low motivation students taught by the eclectic blended method with the CALL application, and the interaction between the eclectic method as a teaching strategy and students’ reading motivation level toward students’ critical reading achievement. A 2 x 2 factorial research design was conducted in some colleges of English Education Department students in Indonesia. The data were collected using motivation-level questionnaires and critical reading tests. The experimental and control classes were conducted with 30 students in each class as the sample. The study used two-way ANOVA to analyze data, revealing significant differences between the experimental class taught using the eclectic blended with CALL application and the control class taught using conventional methods. The results also revealed differences in students’ reading motivation and the interaction between the teaching strategy and their reading motivation level toward critical reading achievement. The Eclectic Blended Method with Computer-Assisted Language Learning (CALL) Application is an innovative approach for Indonesian EFL college students, combining multiple teaching strategies and technology to cater to different motivation levels in a critical reading course. This approach is inclusive, flexible, and allows personalized learning, boosting students’ motivation and engagement in the course. The study suggests that educators can improve students’ reading achievement and motivation through an eclectic blended method and recommends further research on this combination with technology instruction.
Keywords: Eclectic blended method Computer-Assisted Language Learning (CALL) application, students’ motivation, EFL critical reading.
Full Text:
PDFReferences
ASIF, F., & KHAN, I. A. (2022). The eclectic approach in teaching English for communication. In: ALI RAZA, N., & COOMBE, C. (Eds.) English Language Teaching in Pakistan. English Language Teaching: Theory, Research and Pedagogy. Springer, Singapore, 329-343. https://doi.org/10.1007/978-981-16-7826-4_20
ALSAYAD, W. M. I., ALI, A. M., HASSAN, M., & ALHAFIAN, M. (2019). Difficulties that encounter teachers when adopting eclectic method. International Journal of Contemporary Applied Researches, 6(9), 49-58.
AMUDSON, L. (2015). Increasing intrinsic motivation and reading comprehension in children (Research Report MAED Degree). The Saint Chaterine University, USA.
ARIFIN, S. (2020). The role of critical reading to promote students’ critical thinking and reading comprehension. Jurnal Pendidikan dan Pengajaran. 53(3): 318-326. https://dx.doi.org/10.23887/jpp.v53i3.29210
ANN, S. (2013). Schema theory in reading. (4th ed.). Davis Company.
ANDERSON, L. W., & KRATHWOHL, D. R. (Eds.) (2001) A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of educational objectives. Pearson Education Group
BIGGS, A., LIMTASIRI, O., & WATCHANA, U. (2020). Principled eclecticism: A mix and match solution for rural Thai classrooms? Asia-Pacific Social Science Review, 20(4), 25-37. http://doi.org/10.59588/2350-8329.1337
BRETT, T. (2020). Principled eclecticism in the classroom: Exploring the use of alternative methodologies in ELT. Arab World English Journal, 8(2), 212–228. https://dx.doi.org/10.24093/awej/MEC2.15
BAHARI, A. (2020). Computer-assisted language proficiency assessment tools and strategies. Open Learning: The Journal of Open, Distance and e-Learning, 5(2), 1-27. https://doi.org/10.1080/02680513.2020.1726738
BLOOM, B. S., & KRATHWOHL, D. R. (1956). Taxonomy of educational objectives; the classification of educational goals by a committee of college and university examiners. Handbook I: Cognitive Domain. Longmans, Green.
CONRADI, K., GEEJANG, B., & MCKENNA, M. (2014). Motivation terminology in reading research: A conceptual review. Educational Psychology Review, 2(6), 127–164.
DIN, M. (2020). Evaluating university students’ critical thinking ability as reflected in their critical reading skill. Language and Education Journal, 2(6), 11- 22. https://doi.org/10.1016/j.tsc.2020.100627
DOZIE, C. P., REGIS-ONUOHA, A., MADU, L. I., EGWIM, F. O., OKERE, M. C., & IHEJIRIKA, R. C. (2023). Impact of eclecticism on Nigerian ESL learners' communicative competence: A Comparative Study. European Journal of English Language Teaching, 8(1), 12-22. https://doi.org/10.46827/ejel.v8i1.4694
FITZPATRICK, E., & MCKEOWN, D. (2020). How to Use Audio Feedback to Improve Students’ Writing Quality. Teaching Exceptional Children Journal, 53(1), 12-22. https://doi.org/10.1177/0040059920908901
FULTON, K. (2012) Upside Down and Inside Out: Flip Your Classroom to Improve Student Learning. Learning & Leading with Technology, 3(9), 12-17.
HARDIMAN, M., DELGADO, S., GRIZZARD, C. O., NOVAK, S., STELLA, J., & GENTRY, K. (2012). The brain-targeted teaching model for 21st century schools: Reading companion and study guide. (1st ed.). Corwin Press.
HARDISTY, D., & WINDEATT, S. (1989). CALL Computer Assisted Language Learning. Oxford University Press.
HASHIM, H. (2018). Application of technology in the digital era education. International Journal of Research in Counseling and Education, 2(2), 1-5. https://doi.org/10.24036/002za0002
ISLAM, M. S., HASAN, M. K., SULTANA, S., KARIM, A., & RAHMAN, M. M. (2021). English language assessment in Bangladesh today: principles, practices, and problems. Language Testing in Asia, 11(1), 77-89. https://doi.org/10.1186/s40468- 020-00116-z
ISCAN, A. (2017). The use of eclectic method in teaching Turkish to foreign students. Journal of Education and Practice, 8(7), 149-153.
JEBIWOT, K. A., CHEBET, E., & KIPKEMBOI, R. (2016). Role of the eclectic method in teaching and learning English in public primary schools, in Eldoret East Sub County, Kenya. Journal of Literature, Languages, and Linguistics, 2(5), 73-83
KWELDJU, S. (2015). English department students’ interest and strategies in reading their content area textbooks. TEFLIN Journal, 8(1), 104-117.
KUMAR, C.P. (2017). The eclectic method: theory and its application to the learning of English. International Journal of Scientific and Research Publications, 3(6), 22-35.
LARKIN, M. (2017). Critical reading strategies in the advanced English classroom. APU Journal of Language Research, 2(4), 50-68.
LEE, J. C. K., ZHANG, Z., SONG, H., & HUANG, X. (2016). Effects of epistemological and pedagogical beliefs on the instructional practices of teachers: A Chinese perspective. Australian Journal of Teacher Education, 8(12), 120-146. http://dx.doi.org/10.14221/ajte.2013v38n12.3
LARSEN-FREEMAN, D. (2000). Techniques and principles in language teaching (teaching techniques in English as a second language). (2nd ed.). Oxford University Press.
MWANZA, D. S. (2016). The eclectic approach to language teaching: Its conceptualization and misconceptions. International Journal of Humanities Social Sciences and Education, 4(2), 53-67. http://dx.doi.org/10.20431/2349-0381.0402006
MWANZA, D.S. (2016). A critical reflection on eclecticism in the teaching of English grammar in selected secondary schools in Zambia. PhD Thesis, University of Western.
MWANZA, D.S. (2020). An analysis of teachers’ classroom application of the eclectic method to English language teaching in multilingual Zambia. International Journal of Research and Innovation in Social Science, 4 (2), 260-275.
MUENKS, K., YANG, J. S., & WIGFIELD, A. (2018). Associations between grit, motivation, and achievement in high school students. Motivation Science, 4(2), 158-176. https://doi.org/10.1037/mot0000076
NEUGEBAUER, S. R. (2016). Assessing situated reading motivations across content areas: A dynamic literacy motivation instrument. Assessment for Effective Intervention, 4(2), 131-149. https://doi.org/10.1177/1534508416666067
OGLE, D.M. (1986). KWL: A teaching model that develops active reading of expository text. Reading Teacher, 39, 564-570.
OHOIWUTUN, MARDIANTI, V., & WAHYUDIN (2014). Improving students’ reading comprehension through schema activation strategy. E-Journal of English Language Teaching Society, 2(1), 144-156.
PARR, T. L. (2016). A Brain-Targeted teaching framework: modeling the intended change in professional development to increase knowledge of learning sciences research and influence pedagogical change in k-12 public classrooms. Dissertation. Doctor of Education Field of Educational Leadership and Management. Drexel University;
PARUPALLI, R.S. (2018). Eclectic approach in English language teaching: A comprehensive study. An International Journal of Education, 4(5), 112-125. http://doi.org/10.5958/2249-7137.2018.00055.1
RUKMININGSIH, MUJIYANTO, J., NURKAMTO, J., & HARTONO, R. (2021). The impact of online instruction integrated with brain-based teaching to EFL students with different motivation level. Journal of e-Learning and Knowledge Society, 17(1), 66-67. https://doi.org/10.20368/1971- 8829/1135339
RUKMININGSIH (2018). Integrating neurodidactics stimulation into blended learning in accommodating students English learning in EFL setting. Paper presented at The Asian Conference on Education (ACE)- IAFOR.
RUKMININGSIH, AGNAN, G. & LATIEF, M.A. (2020). Metode penelitian pendidikan. Erhaka Utama
RICHARDS, J.C. and RODGERS, T.S. (2016). Approaches and methods in language teaching, Cambridge University Press.
SEEGERS, A. (2020). Brain-targeted teaching as a tool to facilitate implementing mind brain and education science into community college pedagogy (Doctoral thesis, University of New England, USA).
SAPITRI, R., & AMIN S. T. (2018). Students’ critical thinking skills as reflected on their IELTS reading test: Case research at University of Muslim Nusantara Al-Wasliyah. English Language Teaching and Research Journal, 2(1). 12-26.
STEINMAYR, R., WEIDINGER A.F., SCHWINGER, M., & SPINATH, B. (2019) The importance of students’ motivation for their academic achievement. Frontiers in Psychology, 10(2), 111-123. https://doi.org/10.3389/fpsyg.2019.01730
SOORIA, M., & PRABU, S. (2023). Exploring the significance of Eclectic Approach: Perspectives, difficulties and development of effective speaking skills among the undergraduate learners in Kerala. Journal of Survey in Fisheries Sciences, 10(4S), 1975-1989. https://doi.org/10.17762/sfs.v10i4S.1423
SUMMA, S. A. (2021). Application and justification of eclectic approach (an innovative teaching style) for ELT practitioners in both private and public universities in Bangladesh. International Journal of English Language Studies, 3(1), 17-25 https://doi.org/10.32996/ijels.2021.3.1.3
TROLIAN, T.L. (2018). Review of the book The neuroscience of learning and development: enhancing creativity, compassion, critical thinking, and peace in higher education ed. by Marilee J. Bresciani Ludvik. Journal of College Student Development, 59(6), 779-782. https://doi.org/10.1353/csd.2018.0075
TING, M. (2020). Teaching tertiary EFL writing in a blended mode. International Journal of English and Education, 9, 222-230
WALLACE, C. (2003). Critical reading in language education. Palgrave Macmillan
Refbacks
- There are currently no refbacks.