EFL Secondary School Teachers’ Views on Blended Learning in Tabuk City

Alfahadi, Abdulrahman; Alsalhi, Abdulrhman A.; Alshammari, Abdullah S.

doi:10.5539/elt.v8n9p51

Cited by 7 publications

(6 citation statements)

References 24 publications

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“…The five articles focused on measuring teachers’ perceptions of BT included articles that measured in-service teachers’ reactions to PD for BT and their own experiences using BT, and pre-service teachers’ reactions to BT in their courses. In-service teachers generally had a positive perception of BT, recognizing its benefits to both themselves and their students (Al-Derbashi & Abed, 2017 ; Alfahadi et al, 2015 ; Qasem & Viswanathappa, 2016b ). Pre-service teachers also generally reported positive perceptions of BT, stating that their experiences made them more likely to implement BT (Arnesen et al, 2019 ; Basal, 2015 ; EL-Deghaidy & Nouby, 2008 ).…”

Section: Resultsmentioning

confidence: 99%

Preparing Teachers to Teach in K-12 Blended Environments: A Systematic Mapping Review of Research Trends, Impact, and Themes

et al. 2021

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Despite evidence concerning the widespread growth of K-12 blended teaching and the impact that emergency remote teaching during the COVID-19 pandemic has had on the spread of K-12 online and blended teaching, we could find no systematic reviews focused on preparing K-12 teachers for blended teaching. Previous literature reviews, such as those from Halverson et al. ( 2012 ) and Drysdale et al. ( 2013 ), have noted the lack of research focused on K-12 blended teaching contexts. This systematic mapping review (Grant & Booth, 2009 ) of 88 K-12 blended teacher preparation articles focused on identifying trends in author impact according to citation count and number of publications, journal impact according to number of publications, prevalence of research methods, and prevalence of research themes according to research questions and findings. The analysis provides a valuable snapshot of current literature, sets a foundation for a deeper thematic analysis of K-12 blended teacher preparation literature, and identifies some potential areas for future K-12 blended teaching research.

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Section: Resultsmentioning

confidence: 99%

Preparing Teachers to Teach in K-12 Blended Environments: A Systematic Mapping Review of Research Trends, Impact, and Themes

et al. 2021

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“…The contents of English culture, literature, and history of language overburden the undergraduate EFL teachers' preparation and training (Zafer, 2002). There is discontent among Saudi teachers with the Anglo-cultural nature of EFL learning (Alfahadi, 2012). The EFL learning can reduce the negative social attitude toward Western culture, especially when the EFL contents agree with the Arabic cultural values and local cultural norms (al Hasnan, 2015).…”

Section: The Strategic Steps Of Improvement To Fulfill Saudi Vision 2...mentioning

confidence: 99%

EFL Learning and Vision 2030 in Saudi Arabia: A Critical Perspective

Al-Mwzaiji¹,

Muhammad²

2023

WJEL

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Vision 2030 is a key economic transformation plan for Saudi Arabia conceived in 2016. It envisions the shift from oil to a knowledge-based global economy. Along with this historical event, Saudi Arabia undergoes another historic transformation, i.e., the strategic growth of EFL learning in the domain of education in the second decade of the twenty-first century. Since economy and education go hand in hand, scholars wonder whether EFL learning induces Saudi Vision 2030 or vice versa. The relation between them is causal by nature, but the order of effect is inexplicit. If Saudi Vision 2030 motivates EFL learning, then its present situation is inadequate for the fulfillment of the Vision. If not, then how the inadequate EFL competency of Saudi student can contributes to the visionary transformation of Saudi Arabia. Hence, the problem is an essential concern in academic understanding since its resolution redefines both EFL learning and Vision 2030 of Saudi Arabia. The study uses qualitative research on the existing scholarly books and articles on EFL learning and Saudi Vision 2030 to understand the causal order of these phenomena, to illustrate the present condition and explain interrelation of EFL Learning and Vision 2030 of Saudi Arabia.

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“…Several empirical studies help to clarify the understanding of previous related research and also to understand from whence this current study started and to show the gaps in the existing studies (Adedoja, 2016;Alfahadi, Alsalhi, & Alshammari, 2015;Cakir, 2015;Lazareva, 2015;Uzunboylu & Ozdamli, 2011).To start with, Adedoja (2016) examined the attitude of pre-service teachers towards flipped learning, and the challenges these teachers faced. The study employed the descriptive research method; questionnaires and focus-group discussion were used to gather data.…”

Section: Empirical Studiesmentioning

confidence: 99%

“…Additionally, Alfahadi et al (2015) investigated EFL teachers' views on blended learning. The study sample included 35 EFL Saudi teachers in Tabuk City, KSA.…”

Section: Empirical Studiesmentioning

confidence: 99%

Investigating Arabic to Speakers of Other Languages (ASOL) Lecturers’ Attitudes towards Utilizing Flipped Classroom Instruction (FCI): A Qualitative Study at Jordanian Public Universities

rababah¹,

Rababah²

2017

IES

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Although Flipped Classroom Instruction (FCI) is not a new concept, the practice is relatively new in the Arab region, especially, in Jordan, where the face-to face approach is still widely used. This qualitative study examined the attitudes of Arabic language lecturers at three Jordanian public universities towards utilizing FCI in their instruction. With the help of convenience sampling, eight lecturers were selected to participate in the study. To reach a clear understanding of this issue, the study utilized a qualitative design and semi-structured interviews were used as a tool to collect the data. The findings revealed that the attitudes of ASOL lecturers about using FCI in their instruction were generally positive. Through the analysis of the data, three main themes emerged from the interviews. The themes were: 1) increasing interaction and collaborative learning, 2) encouraging learning autonomy and independence, and 3) peer instruction and feedback. A key recommendation of the study is that further research needs to be conducted into the reasons why some teachers had negative attitudes towards FCI.

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EFL Secondary School Teachers’ Views on Blended Learning in Tabuk City

Cited by 7 publications

References 24 publications

Preparing Teachers to Teach in K-12 Blended Environments: A Systematic Mapping Review of Research Trends, Impact, and Themes

Preparing Teachers to Teach in K-12 Blended Environments: A Systematic Mapping Review of Research Trends, Impact, and Themes

EFL Learning and Vision 2030 in Saudi Arabia: A Critical Perspective

Investigating Arabic to Speakers of Other Languages (ASOL) Lecturers’ Attitudes towards Utilizing Flipped Classroom Instruction (FCI): A Qualitative Study at Jordanian Public Universities

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