Can a Virtual Task-Based Language Learning Environment Enhance Pre-Service Teachers’ Performance? Comparing Non-and Users of iPad
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Issued Date
2023-01-01
Resource Type
eISSN
1365893X
DOI
Scopus ID
2-s2.0-85172476047
Journal Title
Journal of Interactive Media in Education
Volume
2023
Issue
1
Rights Holder(s)
SCOPUS
Bibliographic Citation
Journal of Interactive Media in Education Vol.2023 No.1 (2023)
Suggested Citation
Wiboolyasarin W. Can a Virtual Task-Based Language Learning Environment Enhance Pre-Service Teachers’ Performance? Comparing Non-and Users of iPad. Journal of Interactive Media in Education Vol.2023 No.1 (2023). doi:10.5334/jime.802 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/90329
Title
Can a Virtual Task-Based Language Learning Environment Enhance Pre-Service Teachers’ Performance? Comparing Non-and Users of iPad
Author(s)
Author's Affiliation
Other Contributor(s)
Abstract
The integration of task-based language teaching (TBLT) and virtual learning environments (VLEs) has shown potential in improving students’ learning outcomes. However, mixed results suggest that further investigation is needed to determine the most effective use of mobile technology devices in language learning. This study aims to contribute to the growing body of literature on the effectiveness of VLEs by exploring the use of a Virtual Task-Based Language Learning Environment (VTLLE) in teacher preparation programmes, specifically using an iPad in Thailand. The study was conducted using a mixed-methods approach. First, a survey was administered to 523 student teachers, and the data was analysed using exploratory factor analysis to identify key factors for an effective VTLLE. Based on the survey results, a sample of 88 students from three Bangkok-based universities participated in a 12-week trial of the VTLLE. The results of the study revealed that there was a statistically significant difference between pre-and post-test scores for the use of Thai, English for communication, and digital technology for education for the students using the VTLLE. However, there was no statistically significant difference in academic performance between students who studied with an iPad and those who did not. These findings suggest that the VTLLE was effective in improving language learning outcomes, but that the specific device used did not significantly impact academic performance. The study provides important insight for educators and practitioners who aim to use VLEs in teacher preparation programmes. By identifying key factors for an effective VTLLE, the study offers practical recommendations for the design and implementation of technology-enhanced language learning environments.