Open Educational Resources in Enhancing Thai University Students' English Language Learning

With the emergence, growth, and widespread availability of education technologies, English language teaching (ELT) needs to be shaped differently. That is, technology integration has created a potential educational environment in which language learning across the entire paradigm can be supported. Advancing technology is not only changing the way courses are developed and delivered but also the way a language is learned and taught. These impacts tend to be particularly relevant in higher education in which educational technology more easily accessible and available. This paper aims to explore the potential of open educational resources (OER) in enhancing university students' English language skills through the Moodle system. Methodologically, sets of OER were systematically compiled, and subsequently their content validity was assessed to assure their appropriateness for the university students' English proficiency level. A total of 189 first year students in humanities from a medium sized university participated in this study during a semester break. Prior to the OER exposure, the participants completed a questionnaire eliciting personal information and relevant information regarding their English learning behaviors and attitudes, followed by a pretest on English language skills. Then, the students were encouraged to freely explore and exploit the OER available on the Moodle system for a period of 19 days. After the OER exposure, a parallel online posttest was administered, and semi-structured interviews were conducted. The pretest/posttest score comparison shows significant gain scores in all language skills. The findings suggest that the integration of the OER bears significant pedagogical implications and applications for curriculum designers, teachers, and students. The questionnaire and interview data reveal interesting findings about the students' engagement and interaction with the system, which should be considered in the future when blending technology-oriented methodology into the instruction process for Thai learners. This study represents a wake-up call for ELT stakeholders to prepare to shift away from traditional teaching approaches, to modify teachers' behaviors, syllabus, and curriculum, and to empower teachers to successfully cope with the changing educational environment.