Abstract
This study aims to identify the effectiveness of hybrid English classes using multimedia based-materials (MBM) on college students’ cognitive domain. In order to accomplish this purpose, this study focused on examining how college students’ achievement has been changed after engaging in hybrid English classes using MBM for a year. Among 80 college students who took a general English course for a year, 40 students in the experimental group engaged in both online classes using MBM and offline classes. The other 40 students in the control group took offline classes. After four times of achievement tests, collected test results were analyzed quantitatively by descriptive statistical analysis and a t-test using SPSS version 24. The results of data analysis revealed that hybrid English classes using MBM have a significant effect on students’ achievement. Based on the results, this study suggests some pedagogical implications for effective college English classes in the post-pandemic context.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Crisis and Emergency Management: Theory and Praxis
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
