EFL Learners’ Perception about Integrating Blended Learning in ELT

Bukhari, Syeda Saima Ferheen; Basaffar, Fatima Mahmoud

doi:10.24093/awej/call5.14

Cited by 13 publications

(21 citation statements)

References 17 publications

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“…Similar results were found by Alsowayegh et al (2019) who reported that students were motivated to search other social media accounts, and was also found by Al Bataineh et al (2019) who reported that blended learning improved students' digital skills. This result was also confirmed by other researchers (Bukhari & Basaffar, 2019;Hamad, 2017) who found that students were motivated to learn independently. Implementation of blended learning to deliver English classes fitted well with students' circumstances.…”

Section: Research Question 1: What Are the Benefits Of Implementing Bsupporting

confidence: 87%

“…It also proves that online tests have had a positive impact on improving the students' punctuation, spelling and grammar skills. This result adds to the string of findings that blended learning supports EFL students' language skills (Al Bataineh et al, 2019;Alsowayegh et al, 2019;Bukhari & Basaffar, 2019;Gulnaz et al, 2020) and the finding of Al-Qahtani (2019) who reported that virtaul classes enhanced the language learners' communicative skills. This result also corresponds with the result from Alowedi (2020), who found that blended learning provides additional learning opportunities to EFL students.…”

Section: Research Question 1: What Are the Benefits Of Implementing Bsupporting

confidence: 70%

“…Participants in the previous studies employed blended learning via a single platform. For example, Blackboard was used by Alsowayegh et al (2019), Alowedi (2020) and Hamad (2017), whereas Moodle was used by Al Bataineh et al (2019) and the Cambridge Learning Management System was used by Gulnaz et al (2020), and the two studies did not mention the name of the platform (Bukhari & Basaffar, 2019;Ja'ashan, 2020). However, the participants in the current study used two platforms Blackboard Collaborate Ultra and Zoom, and five reported the use of Microsoft Teams once.…”

Section: Blended Learning In the Efl Contextmentioning

confidence: 84%

“…The classic view of blended learning pedagogy is shared by many EFL scholars (Al Bataineh, Banikalef, & Albashtawi, 2019;Alsowayegh, Bardesi, Garba, & Sipra, 2019;Bukhari & Basaffar, 2019;Gulnaz, Althomali, & Alzeer, 2020). These scholars view blended learning as describing situations in which students meet their instructors in a face-to-face setting as well as engaging in activities posted online, such as online test, tasks and assignments.…”

Section: Definition Of Blended Learningmentioning

confidence: 99%

“…Mixed methods was also used by Bukhari and Basaffar (2019) when targeting students at King Abdulaziz University, although the authors did not mention the name of the e-learning platform. They investigated the effectiveness of integrating blended learning in intensive English courses on motivation, interaction and autonomy among female EFL students.…”

Section: Blended Learning In the Efl Contextmentioning

confidence: 99%

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‘I Couldn’t Join the Session’: Benefits and Challenges of Blended Learning amid COVID-19 from EFL Students

Dahmash¹

2020

IJEL

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COVID-19 has changed the process of teaching considerably, as educational institutions around the world moved to adopt blended learning initiatives to ensure continuity, while managing the spread of this infectious disease. All Saudi Arabia’s universities have continued to deliver courses via digital platforms. This study draws on traditional views about blended learning (Sharma, 2010) and examines the pedagogical changes to English courses implemented at King Saud University following the start of the COVID-19 pandemic. It aims to explore the benefits and challenges of blended learning during the spread of COVID-19 from the perspective of English as a foreign language (EFL) student. Qualitative data were collected from two focus group sessions, and one-to-one interviews with twelve students taking a general intensive English course at King Saud University over a six-week period. The results reveal that blended learning benefited the EFL students by supporting their writing skills and encouraging them to search online, as well as by matching their circumstances and being economical. It also identifies that the challenges EFL students faced included technological problems, flaws in the instructor’s performance, difficulties with online tests, attitudes to online learning and limited resources, and the university council’s decisions. The paper concludes with recommendations to exploit the benefits identified, and overcome the challenges of blended learning when teaching English in an EFL context.

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Section: Research Question 1: What Are the Benefits Of Implementing Bsupporting

confidence: 87%

Section: Research Question 1: What Are the Benefits Of Implementing Bsupporting

confidence: 70%

Section: Blended Learning In the Efl Contextmentioning

confidence: 84%

Section: Definition Of Blended Learningmentioning

confidence: 99%

Section: Blended Learning In the Efl Contextmentioning

confidence: 99%

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‘I Couldn’t Join the Session’: Benefits and Challenges of Blended Learning amid COVID-19 from EFL Students

Dahmash¹

2020

IJEL

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Blended learning: Barriers and drawbacks for English language lecturers at Vietnamese universities

Allen

Johnson

2021

E-Learning and Digital Media

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Although blended learning (BL) has emerged as one of the most dominant delivery modes in higher education in the 21st century, there are notable barriers and drawbacks in using BL for English language teaching and learning in Vietnamese universities. This study reports on research into the use of BL, conducted through semi-structured interviews with 30 English as a Foreign Language (EFL) lecturers from 10 different universities across the two major cities of Vietnam. The findings revealed that EFL lecturers identified eight groups of barriers and four groups of drawbacks to the successful implementation of BL. The most significant barriers included: lack of infrastructure and technology, institutional policies and support; lack of knowledge, experience and investment in using BL; lack of technological competence and information technology (IT) skills and lack of teaching time to employ web-based technologies and online resources in classrooms. Meanwhile, the most crucial drawbacks were: lecturers’ workload, ineffective use of BL, time consumption and demotivation. The authors point to the underlying factors contributing to these barriers and drawbacks and make implications for how some of these can be effectively addressed through constructive changes to policy and practice.

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The perception of blackboard collaborate-based instruction by EFL majors/teachers amid COVID-19: A case study of Saudi universities

Khafaga

2021

Dil Ve Dilbilimi Çalışmaları Dergisi

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This paper investigates the perception of using Blackboard Collaborate-based Instruction (BCI) by Saudi EFL majors and teachers during the crisis of COVID-19 pandemic. The paper's main objective is to explore the extent to which modern technologies contribute to the process of teaching and learning English at Saudi universities. This is conducted by probing the benefits and challenges of using Blackboard Collaborate as a digital platform through which the different university courses are taught. The study, therefore, seeks to highlight the role of a computerbased instruction, by shedding light on the opportunities and challenges of incorporating latest technologies into the pedagogy of learning and teaching English as a foreign language in the Saudi universities. Two methodological instruments are used to collect data: the first is electronic questionnaires to test both students' and teachers' attitudinal perception towards the use of Blackboard in the learning/teaching process; and the second is an interview conducted with 29 staff members affiliated to 5 different Saudi universities concerning the use of Blackboard as a digital platform of teaching various university courses. Results reveal that despite the challenges that encounter both students and teachers in managing the process of learning and teaching via Blackboard Collaborate amid COVID-19, which are ascribed to some technical and academic reasons, this digital platform proves useful and conductive to better learning outcomes as it offers a bendable learning environment through which participants can flexibly manage their learning, both synchronously and asynchronously, by attending their classes, accessing their courses materials, participating in discussions, and sitting for examinations.

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EFL Learners’ Perception about Integrating Blended Learning in ELT

Cited by 13 publications

References 17 publications

‘I Couldn’t Join the Session’: Benefits and Challenges of Blended Learning amid COVID-19 from EFL Students

‘I Couldn’t Join the Session’: Benefits and Challenges of Blended Learning amid COVID-19 from EFL Students

Blended learning: Barriers and drawbacks for English language lecturers at Vietnamese universities

The perception of blackboard collaborate-based instruction by EFL majors/teachers amid COVID-19: A case study of Saudi universities

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