EFL learners dropping out of blended language learning classes: A replication of Stracke (2007)

Abstract

Studies with an explicit focus on dropouts in blended language learning (BLL) are rare and non-existent in the Asian context. This study replicates the early qualitative interview study by Stracke (2007), who explored why foreign language learners drop out of a BLL class. While the 2007 study was carried out in the German higher education context, we conducted this study at a university in Vietnam, where we conducted semi-structured interviews with five students who had left their blended English course after the first semester of study. Our findings indicate that the successful complementarity and integration of the blend components, the crucial role of teacher support and feedback within a learner-centred environment, interactive learning materials, a high level of interaction, and a good relationship between students and teachers are key for students’ perception of a successful blended class and retention. The lack of complementarity between the components of the blend remains a major reason for students’ dissatisfaction that resulted in them leaving the course in both the 2007 study and this study. Our study allows for a deep understanding of the reasons why Vietnamese EFL students leave a BLL course, thus providing some evidence for pedagogical adjustments for the delivery of current BLL classes in Vietnam and similar contexts. Understanding the reasons why students drop out can help improve the effectiveness of these programs and lead to higher retention rates, a reduction of costs (both financial but also emotional), an increase in student satisfaction, and a better student experience.

Pemanfaatan Moodle untuk Pelatihan Ujian Kompetensi Bahasa Jerman Tingkat A2-CEFR bagi Siswa SMA

“…Sejak pandemi, Olimpiade Nasional Bahasa Jerman diadakan dalam format daring. Dalam situasi ini, peserta perlu memiliki pemahaman yang mendalam tentang berbagai aspek teknis yang terlibat dalam pelaksanaan olimpiade secara online (Basilaia & Kvavadze, 2020;Li, 2022;Stracke et al, 2023). Selain itu, mereka juga harus terbiasa dengan teknologi tersebut, demi meminimalisir kesulitan faktor teknis yang dapat mengganggu konsentrasi mereka saat mencoba memberikan jawaban terbaik.…”

Attitudes and Perceptions of English as a Foreign Language Students on Blended Learning and Learner Autonomy in a Private University of China

“…Moreover, the time allocated to face-to-face and online instruction should be balanced. It may be better to use some of the online materials in the face-to-face sections, where students would be more focused since teachers need to make the best use of class time by connecting these types of learning with students' work (Stracke et al, 2023). Before doing this, conducting interviews with EFL students, and sharing student views with EFL teachers may help enhance teacher awareness of the students' weaknesses and strengths since establishing a good rapport between teachers and students is an essential starting point.…”

“…During blended online activities, EFL students work alone most of the time and if they encounter difficulties or feel frustrated, they must work out the solution themselves. It may be manageable at the beginning of their online learning, but gradually, they feel isolated and lose interest (Le et al, 2022;Stracke et al, 2023). Alternatively, even if there is some feedback about the overall completion state and common problems of all students, individual guidance is impossible.…”