Perceptions and Practices of Blended Learning in Foreign Language teaching at USIM (original) (raw)
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Blended Learning in Foreign Language Education
Al-Adab Journal
In the process of teaching, it can be noticed that instructors can use different ways of information delivery methods to achieve the educational goals that they want to achieve. Various paths can be followed by the instructors when they want to present the information to their students. Whether the method of information delivery is a traditional one, an electronic one, or an approach that blends both of the traditional and the electronic type, the final outcome is the development of the knowledge inside the learners. However, the different ways of information delivery bring with them various advantages and disadvantages. This study is an attempt to give brief information about the blended approach of learning. This study is important since it tries to give brief information for the Iraqi EFL college instructors about this approach. It was not possible to conduct the research empirically because it was done in 2020 when blended learning was applied in Iraqi universities for the first...
2021
Limited time to direct learning in class often made learning English less effective, especially for classes with various levels of English proficiency. In a higher education climate that demands active learning, English teachers often find it difficult to help students whose English competency was below average to catch up with their peers who had good competence. In general, this compulsory course was only held for one semester. In fact, the target of learning English on campus was generally quite high, namely to make students had sufficient English proficiency so that they could write academic papers in English as an international language. To help overcome these obstacles, this study offers the use of the blended language learning method, which was a learning method that complements direct learning with distant learning using the internet. Blended language learning was able to complement the lack of direct time in class with distance learning using internet media. This research w...
2019
Advances in the Internet and online learning technologies are having a tremendous impact on educational systems. Thus, educational systems are combining Internet and digital technologies with traditional classrooms in what is known as blended learning. An established definition of blended learning is combining traditional, face-to-face (f2f) teaching with web-based online technologies; the purpose of blended learning is to provide more benefits over using one single learning delivery medium. In line with an international trend towards blended learning, the English Language Institute (ELI) at King Abdulaziz University (KAU) in Saudi Arabia has started blending traditional, f2f classrooms with the online learning platform (Blackboard). This study aims at finding out the students' views on the advantages and challenges that face the implementation of blended learning at the ELI. This study is based on a mixed-methods exploratory sequential design as it starts with a qualitative interview study and is followed-up with a questionnaire survey (QUAL quan). The study concludes that blended learning can enhance the EFL learning experience at the ELI as it combines the advantages of both in-class instruction and online learning. However, certain challenges need to be addressed to improve the effectiveness of the blended learning experience. The study ends with recommendations that can enhance the blended learning experience at the ELI.
LAPLAGE EM REVISTA
The aim of this study is to determine the attitudes and opinions of pre-service Turkish teachers about blended learning in a course called Turkish as a Foreign Language. As part of the study, various activities based on blended learning were first organized and then implemented by the researchers in the course. Taking a quasi-experimental approach as a model, a 'Single Group Pre-Test-Post Test Pattern' was used. When the opinions of the pre-service teachers in the quasi-experimental application process were evaluated, it was seen that their learning skills improved, they used the time allocated to education more effectively, but in some respects, the outcomes turned out to be more negative (i.e. lack of opportunities to ask questions, cutting corners, free-riding) on students. The pre-service teachers stated that problems shortcomings in technology mostly affected blended learning negatively.
Advances in Science, Technology and Engineering Systems Journal
This study aims to review English as a foreign language learning students' perception of blended learning on various aspects of learning process. The study seeks to answer the question as to whether there is any correlation among students derived independent variable and their perception with respect to the merits and demerits of online blended learning. The Q-methodology was used whereby the questionnaire method was applied and data collection was supported by the Q-Sort data collection model which involves 251 learners who voluntarily presented themselves for Q-Method procedural participation and learning at third and fourth grade of English Language Teaching at the university identified within United Arab Emirates. The results showed no statistical difference in means for students' perceptions towards blended learning at significant level 0.05. This thus confirms a higher degree of acceptance for blended learning versus old class mode of learning. The study, therefore, concludes that individual student success was highly increased in blended learning encounters as compared to either complete online or wholly face to face learning encounters. Online blended learning has been seen to optimize maximum benefits of old teaching methods and access to online learning materials.
The Blended Learning Approach and Its Application in Language Teaching
International Journal of Language & Linguistics, 2018
The purpose of this paper is to conduct a meta-analysis of the pedagogical practice of blended learning, or the use of both direct instruction and online learning in second language instruction. A thorough review of the relevant literature over the last two decades on blended learning generally, and second language instruction using blended learning techniques in particular, is presented. Demonstrating the positive benefits from applying blended learning in language instruction, the study results should help guide language instructors in understanding the practice and implementation of this approach. The major conclusions of the study are that blending learning enhances the learner's experience of a new language, and offers greater efficiency in the communication and practice of that language. Efficient and user-friendly technology, with direction instruction and practice in a face to face setting, are seen as the key to successful blended learning language instruction.
Blended learning has been described as a pedagogical approach that combines effectiveness and socialization opportunities of the classroom with the technologically enhanced active learning possibilities of the online environment . It has also been depicted as an approach that combines traditional learning with web-based online approaches (Whitelock & Jefts, 2003). To what extent are these claims? This study shares the findings of a research project that investigates the use of blended learning in the teaching of English for Academic Purposes to nine classes of students from the Faculty of Social Sciences at Universiti Kebangsaan Malaysia. The blended approach comes in the form of a new course book with a supporting online component. A quantitative approach involving the use of a questionnaire survey was used to find out if the blended approach has benefited the students in terms of meeting their language and personal needs. The findings revealed that the students viewed this approach favourably though slow internet connectivity was a problem.
A Study on the Implications of the Blended Learning Its Effects towards Malaysian Education System
International Conference on Language, Education, Humanities and Innovation, 2017
Online learning is one of the fasted growing trends in education sectors especially at higher education institutions. The physical classroom learning nowadays is no longer applicable for the current younger generation as well as for adult learners. Internet and blended learning which is known as online education plays an important role in country's education system. It is deniable that blended learning provides a lot of benefits to the educators and for the students. Nevertheless, there are also negative implications from this blended learning. Lack of social interaction, limited collaborative learning, need for more preparation time and high cost are the several negative implications to students, educators and institutions from blended learning. This study examines the implications of blended learning from educator's perspectives and its effects towards Malaysian National System. Information has been collected through surveys, interviews, questionnaires and from library research. Data were gathered and analysed using SPSS. The studies found that there are various issues pertaining blended learning. Several problems have been identified and these issues have to be solved in order to sustain the quality of blended learning in higher education institutions and education system for the future generations and global competitiveness in education industry. Furthermore, Ministry of Higher Education (MOHE) should formulate a standard policy, monitor closely the implementation of blended learning, evaluate and review the method used in teaching and upgrade to maintain the quality of blended learning in higher education institutions.
Education and Information Technologies, 2019
The UAE Ministry of Education strives to use modern technological and educational methods to teach students in higher education institutions and to assure high-quality education. This study aims to investigate the effects of the use of blended learning on the achievements of students in a higher diploma in education (HDE) course at Ajman University. It compares the results of different ways of teaching the 'Methods of Teaching the Arabic Language course', and students' attitudes towards their use. The study was conducted using a quasi-experimental design case study. The participants of the study were 94 students, divided into two groups of equal sizes (n = 47): one an experimental group and the other a control group. An achievement test and questionnaire were designed to confirm the study's validity and reliability. SPSS was used to analyze the data. The findings revealed that there were statistically significant differences between the experimental and the control groups, in favor of the experimental group teaching method and students of this experimental group have attitudes have positive towards the using of blended learning. Their attitudes were in favor of the students with academic evaluation (GPA 3.5-4), Computer skills (Students with excellent computer skills) and finally, there was no statistical significance according to teaching experience. The study recommends further research into using blended learning in higher education institutions.
Blended-Learning: The Responses from Non-English Students in the Indonesian Tertiary Context
Teknosastik, Volume 17(1), 2019
The process of language teaching and learning has undergone major changes due to the developments of technology. The use of technology in education field has paved the way for higher education institution to innovatively shape their modern media in a language teaching and learning. Subsequently, the implementation of blended-learning has aroused at the Universitas Teknokrat Indonesia for approximately one and a half year ago to maximize the use of technology. Most lecturers in all study programs have increasingly utilized the social network sites such as Instagram, Facebook, WhatsApp, etc. for the successfulness of blended-learning. This present study aims at exploring the students' responses on how blended-learning might be used to develop their language learning and discovering their attitudes towards the implementation of blended-learning as an interactional teaching and learning tool in English for Business course. Employing a qualitative in form of a case study, eighty-two undergraduate students from study program of Informatics Engineering were observed, interviewed, and distributed questionnaires. The data were performed to collect the students' responses and students' attitudes toward the implementation of blended-learning in the process of their language learning. The findings were found out that most students from Informatics Engineering major showed their positive responses and positive attitudes using blended learning for the language teaching and learning. They also gained some educational benefits for their English language development. Thus, this blended learning brings us to the new trend for language teaching and learning media in order to motivate the students in enhancing their language acquisition.