Reading and Listening Achievement of Undergraduate Students Using SPARK - English Language Learning Platform

Abstract

This study aimed to 1) investigate the English reading and listening achievement of undergraduate students in years 1–4 at Rajamangala University of Technology Thanyaburi before and after participating in technology-enhanced learning through online exercises via the SPARK website (https://learn.eltngl.com/), and 2) compare their achievement based on gender and year of study. The participants were 77 purposively selected students from 128 students enrolled in the English for Communication 2 course. The research instruments comprised 1) a learning management plan employing technology-enhanced learning with online exercises, and 2) an English reading and listening achievement test developed based on the TOEIC format. The data were analyzed using paired-sample t-test and one-way ANOVA. The findings revealed that students’ post-test mean scores were significantly higher than their pre-test scores at the 0.01 level. Reading scores increased by 18.22 points (t = 5.76, p = 0.000) and listening scores increased by 9.70 points (t = 4.40, p = 0.000), indicating the effectiveness of SPARK - English language learning platform in improving English proficiency. No significant differences were found between male and female students. However, statistically significant differences were found among students across different years of study at the 0.05 level in both reading (F = 3.809, p = 0.014) and listening (F = 3.566, p = 0.018), with higher-year students achieving better results. In conclusion, technology-enhanced learning through online exercises effectively develops students’ English reading and listening skills, which are crucial for international communication and professional success.