Blended Learning Mobility Approach and English Language Learning

Abstract

A B S T R A C TAlthough the benefits of blended learning have been well documented in educational research, relatively few studies have examined blended mobilities in education in Kurdistan region government and in Iraq. This study discusses a blended mobility approach for a teacher training program designed for in-service English language teachers (ELT) and investigates its effectiveness by comparing the latest participation of the University of Human Development for computer science and proposing the same program for training English for lecturers and students. The research involved proposes new mobility program for teaching and learning English language and using their language skills in an ongoing business project using several software for communication and management of their projects. Results will show the framework for new blended learning and blended mobilities of many different English language teaching (ELT) aspects.

Hybrid learning in EFL classes: attitudes, reasons, and implementation of the Indonesian millennial professors and Zen students

“…It is still unexplored how MEPs and EZSs attitudes to HL after COVID-19 ended (participant and variable gaps), what reason they need the HL in the new regular (variable gaps), and what the scenarios of HL in EFL during the new normal (finding gaps). The synthesized evidence shows none of the current study, i.e., students' preference (Anabel & Simanjuntak, 2022), teacher's creativity (Arifani et al, 2019), tertiary level education (Çepik et al, 2016), speaking improvement (Criollo-C et al, 2022), learning efficiency (Doghonadze et al, 2021), EFL learner's perception (Bukhari & Basaffar, 2019;Simbolon 2021), mobility (Ghareb & Mohammed, 2019), community inquiry network (Gozali et al, 2022), constructivist approach (Haddad, 2013), character building (Handayani & Utami, 2020), blended learning application (Huong, 2019), ESL Instructor's reflection (Ibrahim & Ismail, 2021), students' role change (Javed et al,2018), assessment (Kamsin & Din, 2015), second language acquisition (Klimova & Pikhart, 2021), academic stress (Mucshini & Siswandari, 2020), learning solution (Nashir & Laili, 2021), productive language skills (Nayman & Bavlı, 2022), English language teacher (Mendes et al, 2020), computer software (Xiang, 2021), teaching speaking (Xiaodong, 2022), contextual Support (Yuan, 2022), and e-learning effectiveness (Zakarneh, 2018).…”

Mobile Learning Approaches and Its Impact on Student‘s Education — A Survey

“…The framework of blended mobility is a combination of blended learning and mobility learning, that adds value to blend learning pedagogy where students use the technological device where they access, iPods, iPad, PCs, Mp3s, and Mp4s, among others [40]. Blended learning has turned out to be prominent among the most known approaches to educate English as Foreign Language (EFL).…”