ABSTRACT

This paper aims to examine whether m-Learning is more effective than e-Learning in developing the communicative competence of EFL learners and to investigate the possibility of a difference in effect depending on the level of students within Chungdahm Learning Institutes (CDI) throughout the country. The blended language learning programs developed by CDI were called e-Learning (Blended Learning 1.0) and m-Learning (Blended Learning 2.0). The goals of e-Learning are to enhance each student’s foundation of learning English related to the written English, and to offer practice times to write stories, essays or summary activities related to the topics dealt with in offline classes. The goals of m-Learning are to enhance each student’s foundation of learning English related to the spoken English and to offer students the opportunity to present logical opinions or summaries orally related to weekly topics dealt with in offline classes. In the study, the scores of 1,380 students who enrolled in Blended 1.0 and Blended 2.0 programs and took the pre- and post tests in various regions across Korea were used to examine the effects of the two programs on students’ achievement. On the whole, the achievement of students in m-Learning was higher than that of students in e-Learning. The students of intermediate and low levels benefited more than those of high level by m-Learning. This study gives some educational implications to program experts who develop the blended language programs and apply them into formal as well as private education.

KEYWORD

blended learning, e-Learning, m-Learning, multimedia-assisted language learning

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