In this study, the effects of two blended learning strategies on the academic achievement of pre-service teachers were examined in two Education courses. The control group composed of 25 teaching diploma students, who received face-to-face learning instructions, in two courses: teaching methods and essentials of education. The experimental group consisted of 22 students who received blended learning instructions in the same courses. Four achievement tests were administered to measure the students’ achievement. The difference between the results of both groups was analysed using the analysis of variance statistical method. The students’ achievement in questions requiring high levels of thinking was examined and compared to both the groups. Positive results for using blended learning strategies were observed in the course of Teaching Methods but were not clearly observed in the course of Essentials of Education. The difference between the results of both the groups was statistically significant in the course of Teaching Methods. Keywords: WebQuests, blogs, critical thinking, student

The effect of language of instruction on the science and mathematics achievement of students is a debatable subject and the question of several research studies. Several studies revealed the relationship that exists between language and the learning of math/science. They also showed that learning math and science in the first language allows students to obtain better results than students learning in the second language. Some studies indicated that students achieved better in questions requiring higher cognitive levels of thinking when they study in their first language. This study focused on examining the effect of the language of instruction on the science and math achievement of Lebanese students. In particular, it aimed at examining whether students who learn math/science in their first language (Arabic) achieve better results on different levels cognitive questions than students learning in the second language (English). This quantitative study conducted on two groups of Lebanese students, where one group teaches math and science in the first language (Arabic) and the second teaches these subjects in the second language (English). Science and math achievement tests were administered to 368 grade 5 students and 157 grade 11 students to test their achievement in math and science. The analysis of their achievement test results and their scores on the different cognitive levels of thinking was done using the analysis of variance statistical method which revealed that students studying in the first language achieved higher than students studying in the second language. Moreover, when exposed to questions of higher cognitive levels these students achieved better. Learning math and science in the first language might be a need for Lebanon to increase students' achievement and allow a fluent use of the second language in math and science at universities.

This study reports on the introduction of email feedback, in a private university in Lebanon with marked generational differences and a traditional instructor culture focused on grammar correction. The instructor profile showed insufficient ELT training and a disjuncture between those with low and those with long service. Instructors were trained, and an email form used during one semester. A survey elicited instructors' views. Appraisal analysis identified attitudes in personal responses written by students and instructors. Analysis of feedback quality was undertaken. Results showed students responded positively, instructors negatively to email feedback. Instructors perceived students' positive response, but reasserted traditional understandings of teacher roles, reflecting a lack of understanding of the role of emotion in acquiring form. Training in ELT and digital literacies, management oversight of accountability structures, and sufficient remuneration for part-timers' grading hours, are recommended. The study also implicates long years of service in resistance to needed change.

In this study, the effects of two blended learning strategies on the academic achievement of pre-service teachers were examined in two Education courses. The control group composed of 25 teaching diploma students who received face-to-face learning instructions in two courses: teaching methods and essentials of education. The experimental group consisted of 22 students who received blended learning instructions in the same courses. Four achievement tests were administered to measure the students' achievement. The difference between the results of both groups was analyzed using the analysis of variance statistical method. The students' achievement in questions requiring high levels of thinking was examined and compared to both groups. Positive results for using blended learning strategies were observed in the course of Teaching Methods but were not clearly observed in the course of Essentials of Education. The difference between the results of both groups was statistically significant in the course of Teaching Methods.