English Language Teachers’ Perceptions of Hybrid Learning at University Level

Abstract

The rapid growth of modern technologies has facilitated the emergence of hybrid learning as a specially designed training system that combines face-to-face learning and remote phase. Since this teaching mode is relatively new to university English language instructors, there is an urgent need to investigate ESL teachers' perceptions of hybrid learning at university level. Therefore, the purpose of this pilot study is to analyse the teachers' self-assessment of TPACK (Technological, Pedagogical and Content Knowledge) as an important prerequisite of successful incorporation of computer technologies and I-tools into a curriculum, and consider advantages and disadvantages of hybrid learning in university teachers' working environments. The analysis of quantitative and qualitative data has revealed that teachers have high content, pedagogical and pedagogical content knowledge whereas technological knowledge and technological content knowledge appear to be lower. The latter can be explained by the lack of information support and relevant digital classroom equipment in their educational institutions as it was indicated in the list of disadvantages. At the same time, the teachers' responses have shown that advantages (a student-centred approach, an easy access to learning materials and assessment criteria, a wide range of online tools to learn English) outnumber the disadvantages. In general, the ESL teachers' perceptions of hybrid learning are positive. However, they need to improve their technological knowledge and technological content knowledge. Also, better-equipped classrooms could create more favourable learning environments. Positive changes in these spheres could lead to the more effective implementation of hybrid learning in teaching English at university level.

Iraqi Kurdish EFL teachers’ beliefs about technological pedagogical and content knowledge: The role of teacher experience and education

“…As for the purpose of employing technology, the teachers stated that employing technology makes learning fun, saves time, and motivates their learners. This concurs with the Vereshchahina et al’s (2018) and Singh and Kasims’ (2019) study who noted that employing technology saves teachers’ time and promotes learners’ motivation.…”

“…The finding that TK and TPK obtained the lowest mean in the quantitate phase, provides some evidence that the teachers experienced difficulties with adapting and employing technology in their educational environment. This concurs with Vereshchahina et al (2018) , showing that university teachers in their study had higher CK and PK than TK and TPK.…”

“…Concerning TPACK, research has drawn attention to the relevant importance between teachers’ beliefs and technology integration (e.g., Jimoyiannis and Komis, 2007 ; Dong et al, 2015 ; Paratore et al, 2016 ; Gil-Flores et al, 2017 ; Tondeur et al, 2017 ; Vereshchahina et al, 2018 ; Chai et al, 2019 ; Anderson and Putman, 2020 ; Gunbas and Gozukucuk, 2020 ). However, recent reviews of TPACK studies indicate the dearth of research on the relationship between teachers’ beliefs and TPACK knowledge ( Voogt et al, 2013 ; Wu, 2013 ; Willermark, 2018 ).…”

Foreign Language To Master Degree Students:

“…Other researchers also highlight the trend of hybrid training technology as a resource for educators and students learning a foreign language for professional purposes (Vereshchahina et al, 2018).…”