How can blended learning English-as-a-second-language courses incorporate with cultural heritage, building, and sense of sustainable development goals?: A case study
This study aims to study how the incorporation of digitized heritage buildings into blended English as a second language (ESL) teaching can facilitate Students’ attainment of the Sustainable Development Goals (SDGs) target of quality education, specifically increasing cultural awareness and consciou...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-10-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2022.966803/full |
| _version_ | 1798030203025358848 |
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| author | Ching Ting Tany Kwee Luis Miguel Dos Santos |
| author_facet | Ching Ting Tany Kwee Luis Miguel Dos Santos |
| author_sort | Ching Ting Tany Kwee |
| collection | DOAJ |
| description | This study aims to study how the incorporation of digitized heritage buildings into blended English as a second language (ESL) teaching can facilitate Students’ attainment of the Sustainable Development Goals (SDGs) target of quality education, specifically increasing cultural awareness and consciousness of global citizenship. Based on the lens of social cognitive theory and case study approach, the researchers collected qualitative data from 40 participants who enrolled in a blended English-as-a-Second Language course in a community college in the United States. The results indicated that cultural heritage and buildings in the blended language learning curriculum, expanding the knowledge to other subject matter, and beyond the book were the three main themes. Based on the current course and curriculum designs with the elements of cultural heritage, buildings, and senses of SDGs, students expressed positive experiences in the fields of second language acquisition, employments of the computer-aided and technologically assisted tools, and interdisciplinary knowledge. University leaders, department heads, curriculum developers, instructors, and trainers should use this study as the reference to reform and upgrade their current materials with cultural heritage, buildings, and senses of SDGs in order to offer the comprehensive training to college and university students. |
| first_indexed | 2024-04-11T19:37:30Z |
| format | Article |
| id | doaj.art-9cab0cb652534c79ae078069ee8c14b5 |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-04-11T19:37:30Z |
| publishDate | 2022-10-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-9cab0cb652534c79ae078069ee8c14b52022-12-22T04:06:48ZengFrontiers Media S.A.Frontiers in Education2504-284X2022-10-01710.3389/feduc.2022.966803966803How can blended learning English-as-a-second-language courses incorporate with cultural heritage, building, and sense of sustainable development goals?: A case studyChing Ting Tany Kwee0Luis Miguel Dos Santos1School of Education, The University of New South Wales, Sydney, NSW, AustraliaWoosong Language Institute, Woosong University, Daejeon, South KoreaThis study aims to study how the incorporation of digitized heritage buildings into blended English as a second language (ESL) teaching can facilitate Students’ attainment of the Sustainable Development Goals (SDGs) target of quality education, specifically increasing cultural awareness and consciousness of global citizenship. Based on the lens of social cognitive theory and case study approach, the researchers collected qualitative data from 40 participants who enrolled in a blended English-as-a-Second Language course in a community college in the United States. The results indicated that cultural heritage and buildings in the blended language learning curriculum, expanding the knowledge to other subject matter, and beyond the book were the three main themes. Based on the current course and curriculum designs with the elements of cultural heritage, buildings, and senses of SDGs, students expressed positive experiences in the fields of second language acquisition, employments of the computer-aided and technologically assisted tools, and interdisciplinary knowledge. University leaders, department heads, curriculum developers, instructors, and trainers should use this study as the reference to reform and upgrade their current materials with cultural heritage, buildings, and senses of SDGs in order to offer the comprehensive training to college and university students.https://www.frontiersin.org/articles/10.3389/feduc.2022.966803/fullblended learningbuildingcase studycommunity collegecultural heritageEnglish as a second language (ESL) |
| spellingShingle | Ching Ting Tany Kwee Luis Miguel Dos Santos How can blended learning English-as-a-second-language courses incorporate with cultural heritage, building, and sense of sustainable development goals?: A case study Frontiers in Education blended learning building case study community college cultural heritage English as a second language (ESL) |
| title | How can blended learning English-as-a-second-language courses incorporate with cultural heritage, building, and sense of sustainable development goals?: A case study |
| title_full | How can blended learning English-as-a-second-language courses incorporate with cultural heritage, building, and sense of sustainable development goals?: A case study |
| title_fullStr | How can blended learning English-as-a-second-language courses incorporate with cultural heritage, building, and sense of sustainable development goals?: A case study |
| title_full_unstemmed | How can blended learning English-as-a-second-language courses incorporate with cultural heritage, building, and sense of sustainable development goals?: A case study |
| title_short | How can blended learning English-as-a-second-language courses incorporate with cultural heritage, building, and sense of sustainable development goals?: A case study |
| title_sort | how can blended learning english as a second language courses incorporate with cultural heritage building and sense of sustainable development goals a case study |
| topic | blended learning building case study community college cultural heritage English as a second language (ESL) |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2022.966803/full |
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