The aim of this study was to investigate English Language Teaching (ELT) students' perceptions about blended learning on the improvement of language skills. The study also found out the students' opinions about the advantages and the limitations of blended learning, and gathered the suggestions for the improvement of the blended learning experience. Quantitative research methodology was used in the study. The data was collected through blended learning perceptions questionnaire. The sample consisted of 101 Turkish ELT students selected by random stratified sampling. The results showed that students mostly had positive attitudes towards blended courses and they found these courses advantageous and beneficial for improving language skills. They reported that blended learning improved their vocabulary and listening at most. The use of multimedia was thought to be one of the greatest advantages of the blended learning. The connection problem was found out to be the biggest limitation faced by the students. Finally, the participants suggested more technical support to be provided during blended courses.

This study explored the experiences of pre-service English as a foreign language (EFL) teachers, cooperating teachers, and university collaborators in a structured early field experience course. Qualitative methodology including data sources of interviews, observations, focus groups, audio and video recordings were used. The results of the study indicated that the exposure of pre-service teachers into real school contexts provided them with the necessary foundations of becoming reflective practitioners. The benefits of the structured early field experiences outweighed the challenges. Early field experiences are critical in forming the pre-service teacher beliefs and philosophies of pre-service teachers, so they should be designed carefully to meet their needs.