THE DEVELOPMENT OF E-LEARNING MEDIA FOR ENGLISH CONVERSATION AT THE HIGHER EDUCATION LEVEL
This study seeks to assist the students of Rajamangala University of Technology, Krungthep, in improving their English language skills. These students, who are registered in an English conversation course, belong to various departments, namely home economics, business administration, engineering, and hospitality. They possessed varying levels of English proficiency and thus had a variety of personal needs, regarding their development of conversational English. It is a university requirement that listening and speaking skills are the first skills to be developed. Therefore, the researchers focus on developing English language acquisition through communication skills.
The aim of this research was to develop e-learning media for an English language course entitled “English Conversation”, as part of the general education courses for students at Rajamangala University of Technology - Krungthep, by examining the learners’ achievement levels and exploring learners’ satisfaction levels. English conversation contents were developed into online media and used for learning the course content. The study was conducted in an experimental class in the academic year 2016. The quality of the e-learning course was verified by the assessment survey produced by the programmers, which was found to have a reliability value of 0.80. The assessment survey produced by English language professionals was found to have a reliability value of 0.79. The satisfaction survey was found to have a reliability value of 0.77. The surveys were employed to collect the raw data and descriptive statistics were used to calculate the raw data. The findings revealed that e-Learning media for English conversation at the higher education level was evaluated by the qualified programmers and English language professionals, and determined to be of a very high standard. Student achievement was verified by the pre-test and post-test of English learning achievement, which was given to students at the beginning and end of the course. The post-test score was significantly higher ( =70.70) than the pre-test score ( = 55.30). A learner satisfaction survey was administered to all 33 students and their satisfaction levels were found to be high
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