The effect of active learning on achievement and attitude in vocational English course

Abstract

The aim of the study was to determine the effect of active learning techniques applied in Vocational English Course on students’ achievement and attitude. In the research, quasi-experimental design with pre-test and post-test control group model was used. The participants included the students majoring Tourism Management at a state university in Turkey and taking Vocational English Course in fall semester in 2017-2018 academic year. In the experimental group, instruction was carried out using active learning techniques, while in the control group, instruction was conducted in conventional lecture method. The techniques used in the study were writing poetry, concept mapping, simulation, role-play, writing e-mails, script writing and drama. Vocational English Course Achievement Test and Attitude Scale towards Vocational English Course were used to collect data. The findings of the study revealed that active learning techniques were more effective in acquiring the objectives of Vocational English Course with a large effect size. Similarly, the findings of study reflected that active learning techniques made a significant difference on students’ attitudes towards Vocational English Course with a large effect size.