EFL Teacher Blended Professional Training: A Review of Learners’ Online and Traditional Learning Interactions Quality

Abstract

An increasing number of researchers have adopted blended learning approaches for the purpose of EFL teachers' professional development. Current empirical study has been sparse regarding the investigation of interaction quality. This study attempts to address those weaknesses, with the objectives of systematically identifying the quality of interactions in both blended and traditional contexts. A sample of 1000 EFL students from various secondary schools at a provincial level was randomly assigned to rate 120 EFL teachers who attend a year blended professional training program using an online (OLIQ) and traditional (TLIQ) learning interaction quality scales to draw the perceived interaction qualities. After distributing the questionnaires, the data were analysed by applying structural equation modelling (SEM). The findings indicated that the one-year blended teacher professional development program showed a significant influence on their traditional and online teaching interaction qualities. Student-Content (SC) dimension became the highest marker of interaction quality in online instruction settings, while Emotional Support (ES) became the highest marker of interaction quality in the traditional face-to-face instruction settings. Some practical recommendations in light of the findings are offered, such as in terms of online material development and online feedback and assessment.

A Critical Review on Blended Learning Versus Traditional Lecture Method

“…Blended classroom learning has become an effective learning approach in the current educational system. The importance of blended learning has been proved by many researchers (Gladkova, Kutepov, Ilyashenko, Smirnova & Vaganova, 2019;Inayati, Setiawan, Suryanti & Wicaksono, 2020).…”

Implementation of a Data-Driven Hospitality Lexis Learning Programme

“…For a better learning outcome, applying the online programme into the course as supplementary learning material might strengthen learners' knowledge and prepare them for higher level courses. Also, learners can improve their higher-order thinking skills; for example, time management, organisation, generalisation and inferences, by learning through activities in an online course (Arifani et al, 2020;Chen, 2005).…”

“…In contrast to conventional pedagogy that lecture-based teaching is the most common form of teaching, teachers are now required to be proficient in both conventional and online teaching approaches (Arifani et al, 2020). The advance of information technology in the 21 st century was the main factor that pushed society into encountering new challenges and opportunities (Khan, 2012;Pacansky-Brock, 2013), and into developing education in the modern era.…”

“…To increase the effectiveness of teaching and learning, a blended learning approach should use both traditional and online teaching approaches. The blended learning approach implementation is accepted extensively, and it turns out to be beneficial to learning and teaching language (Arifani et al, 2020). Hence, the current study aimed to use DDL to facilitate learning vocabulary via an online learning programme.…”

A Review of The Use of Online Module to improve English-speaking Skills among University Students

“…It is a flexible learning technique that encourages university students to learn on their own time and terms. The online module might also be considered one of the most modern learning approaches, emphasising the use of science and technology in online classrooms while also improving the learning experience quality (Arifani et al, 2020). According to Sadiq and Zamir (2014), the online learning modular approach is one of the most recent learning techniques that emphasises the use of science and technology in online classrooms while also improving the learning experience quality.…”