Cite as: Azamat Akbarov, A.; Gönen, K.; & Aydoğan, H. (2018). Students' attitudes toward blended learning in EFL context. Acta Didactica Napocensia, 11(1), 61-68. DOI: 10.24193/adn.11.1.5. The scope of this article is an investigation into students' attitudes toward blended learning and related concepts (e.g. paperless and traditional classroom). There were 162 students who participated in this study (100 females and 62 males, with the mean age of 18.80 and its standard deviation of 1.16). The study revealed that students prefer blended learning to traditional classroom in EFL context. However, they liked to take English exams in paper-and-pencil form, rather than in digital form. As for submitting English assignments online or personally, their opinions were divided. They also similarly trusted to analog and digital English teaching/learning materials. Students had a moderately positive attitude toward infographics and paperless classroom within EFL environment.Their English proficiency levels were in a positive correlation with their preferences toward blended learning for EFL purposes. The obtained results were discussed in line with contemporary approaches in educational sciences. Additionally, some recommendations for future work in this field were made.

The aim of this study is to find the attitudes of language instructors towards blended learning at English Language Program of a foundation university, and to find out the nature of Schoology, a learning management system, for blended learning purposes. The participants were 35 English language instructors working at the foundation university in Turkey. A questionnaire developed by Moukali (2012) was used as a data collection tool in this study. The findings revealed that the English language instructors working for tertiary level English Language Program have a positive attitude towards blended learning. On the other hand, the opinions of the participants to make blended learning more successful in language teaching and learning environments were reflected comprehensively in the study

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The main purpose of this article was to examine students' experiences, opinions, perceptions, attitudes, and preferences with regard to math classes where content and language integrated learning (CLIL) approach was applied. A total of 125 students from the Kazakh National University participanted in the present study. Their mean age was M = 18.12 (SD = 0.96). There were 73 (58.4%) females and 52 (41.6%) males in the sample. The questionnaire administered to our participants was created to include questions relevant to this study. Results indicated that participants had moderate attitudes, preferences, and satisfaction with regard to CLIL approach wherein English was used as a medium in the delivery of math contents. Students' English competences were somehow improved and their attitudes toward British and American culture became more positive. Participants' level of English proficiency was in positive and significant correlations with their preferences of math classes and other subjects taught in English. Some shortcomings of the present study and recommendations for further studies of this topic were enclosed as well.

Mobile learning in higher education in Turkey is on the rise. University students use their mobile devices mostly for self-directed informal learning rather than in the formal academic context, creating challenges to acquire an accurate picture of academic use. In this study, we collected data about ownership of mobile devices among students using a diverse sample from various universities in Turkey. We also explored students' language learning practices with mobile technologies and focused on the interactions among technologies, contents, and pedagogies. The results indicate that learners need better access to academicfriendly devices such as tablets and additional support to integrate mobile technologies for language learning purposes. The findings also help shape future directions of faculty development. Instructors must integrate these innovative technologies into the curriculum with sound facilitation and assessment strategies, as well as be able to support the mobile practices of students. Digital Natives in Higher Education Related to Language Learning Mobile devices' role in young generations' lives are growing more and more important day by day. Today, an average university student has spent fewer than 5000 hours in his or her life to read book, yet has expended over 10,000 hours playing video games, Facebooking, Tweeting, messaging, emailing, and online gaming. These are unmovable parts of their lives now (Prensky, 2001). In this paper, the ownership and usage of mobile devices among university students in Turkey is determined in order