A Comparative Evaluation of Alternative Blended Learning Models Used for Teaching Academic English (EAP/ESAP) to Students of Computer Sciences

Kuzmina, Tatiana; Golechkova, Tatiana

doi:10.5923/j.edu.20120207.14

Cited by 5 publications

(5 citation statements)

References 5 publications

(6 reference statements)

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“…It is evident from Table 5 that there are no statistically significant differences (p>0.05) among the study group students' mean scores with satisfaction towards blended learning styles (individual rotation-flipped class-lab rotationrotation model). These results align with the findings of several studies, such as Kuzmina and Golechkova (2012), Holm et al (2022), and Suleiman and Al-Sayed (2016. They can be explained by the fact that there are no fundamental differences between these patterns.…”

Section: Results Of the Second Questionsupporting

confidence: 93%

“…Many studies have compared the effectiveness of these styles to reach the most effective blended learning styles and then adopted them. Kuzmina and Golechkova (2012) showed that the blended learning environments were based on face-to-face learning and some educational platforms (Pbworks and Wetpaint; BI HSE IELTS Class; LMS-HSE LMS eFront) at the National Research University Higher School of Economics improved students' academic achievement, making them more satisfied. No difference between the two blended learning styles (flexible/flipped class) exists to provide production skills of audio programs to students at the College of Education (Holm et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

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Evaluating student satisfaction with blended learning styles in the post- COVID-19 era at Umm Alqura University

Almotairi¹,

Elsigini²

2023

Int. j. adv. appl. sci.

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This research aims to assess student satisfaction with blended learning styles in the post-COVID-19 era at Umm Alqura University, taking into consideration the variables of gender, study level, and academic major. The study utilizes a descriptive analysis methodology to evaluate student satisfaction, employing a sample of 248 students enrolled at Umm Alqura University during the 2021–2022 academic year. A satisfaction questionnaire was developed and administered to collect the necessary data from the participants, ensuring the validity and reliability of the questionnaire. The research findings indicate a high level of satisfaction among university students towards the various blended learning styles, namely the Rotation Model, Lab Rotation, Flipped Classroom, and Individual Rotation. Statistical analysis reveals no significant differences in the mean scores of student satisfaction across different study groups, indicating a consistent level of satisfaction with the blended learning styles, including individual rotation, flipped classroom, lab rotation, and rotation model. Furthermore, there are no statistically significant differences in satisfaction levels between male and female students. Similarly, no significant differences are observed in satisfaction levels between bachelor and postgraduate students. However, a statistically significant difference is found between scientific specialization students and literary specialization students, favoring the literary specialization students' approval of the blended learning style. These research findings contribute to the understanding of the blended learning environment and its associated styles. Moreover, the results highlight the need for further investigation into the effectiveness of blended learning and its various patterns in promoting diverse learning outcomes.

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Section: Results Of the Second Questionsupporting

confidence: 93%

Section: Introductionmentioning

confidence: 99%

Evaluating student satisfaction with blended learning styles in the post- COVID-19 era at Umm Alqura University

Almotairi¹,

Elsigini²

2023

Int. j. adv. appl. sci.

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“…Apart from the study given by Esfandiari to demonstrate the importance and necessity of ESAP classes in Iran, there is another research which also emphasizes the significance of ESAP about The International English Language Testing System (IELTS). IELTS is regarding as one of the most universal and popular English language test for oversea students According to the study result from Kuzmina and Golechkova that participants who take part in the ESAP courses get better grades in IELTS test compared with those who participate in EGAP courses, and the skills of listening, speaking, reading and writing do improve after taking related ESAP courses [15] . ESAP is not only having positive effects on education but also on finance [2] .…”

Section: The Case Study Of Esapmentioning

confidence: 99%

The Effectiveness of ESAP and EGAP in ESP Teaching

2022

IJNDE

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The study compares a distinct between English for General Academic Purposes (EGAP) and English for Specific Academic Purposes (ESAP) to explore the real needs of students and help students and teachers choose proper learning and teaching strategies to improve the effectiveness of English learning and teaching. Literature review is used as a research method and offers an overview of the definitions, pros and cons, case study of EGAP and ESAP. It is concluded that both EGAP and ESAP contribute to the academic English learning, while EGAP focus on academic language study for specific English proficiency tests like IELTS/TOFEL and ESAP focus on academic language study for postgraduate and professional work.

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“…Superficial model is based on four elements: location, media, separation and synchronicity (Bonk & Graham, 2006;Robertson, 2010) and involves different delivery strategy with the due consideration of the need for the power and control relationships between students, parents, teachers and learning environment remaining unchanged. Kuzmina & Golechkova (2012) maintain that a course that blends both the online and face-to-face delivery strategy, its substantial proportion of the content is delivered online, uses online discussions and typically has some face-to-face meetings would be the best to adapt.…”

Section: Alternative Blended Learning Model (Superficial Model)mentioning

confidence: 99%

Context-based blended learning models and implementation in Sub- Saharan Africa: A literature review

Machumu¹,

Almasi²,

Chang

2018

PROSOC

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Technological innovations such as learning management system (LMS), content management system (CMS) and Internet use in higher education have changed the previous teaching and learning pedagogies. In Sub-Saharan Africa (SSA), such innovative pedagogies have opened a new era as such LMS and CMS are used to support blended learning. Though innovative pedagogy has opened significant queries among researchers on how well student acquires knowledge and skills, how student-centered learning and cognitive beliefs are merged and how the use of instructional technologies engages students in active learning and how collaborative learning via LMS has benefited student learning. Moreover, recent educational policies and blended learning novelties are refocusing on teaching and learning models, implementation, practices and more specific knowledge delivery and accessibility. The article surmises that the innovative pedagogies in higher education like mobile learning, e-learning and smart classrooms stimulate adoption, deployment and implementation of blended learning beyond expectations in SSA higher education.

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A Comparative Evaluation of Alternative Blended Learning Models Used for Teaching Academic English (EAP/ESAP) to Students of Computer Sciences

Cited by 5 publications

References 5 publications

Evaluating student satisfaction with blended learning styles in the post- COVID-19 era at Umm Alqura University

Evaluating student satisfaction with blended learning styles in the post- COVID-19 era at Umm Alqura University

The Effectiveness of ESAP and EGAP in ESP Teaching

Context-based blended learning models and implementation in Sub- Saharan Africa: A literature review

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