English Listening Blended Learning: The Implementation of Blended Learning in Teaching Listening to University Students

Aji, Mahendra Puji Permana

doi:10.23917/kls.v2i1.5349

Cited by 13 publications

(11 citation statements)

References 2 publications

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“…Various researchers have proved these advantages (e.g. Woltering et al, 2009;Donnelly, 2010;Kırkgöz, 2011;Szymańska & Kaczmarek, 2011;Adas & Bakir, 2013;Aji, 2017). For EFL students, these benefits should be noticed by teachers and school administrators so that they can design BT classes in a way that optimizes student learning and skill development.…”

Section: Discussionmentioning

confidence: 99%

“…According to Gilbert and Flores-Zambada (2011), using the blended model, instructors play a roles of a coach, a facilitator, and a cheerleader and their teaching becomes student-centered, which is considered as the most effective approach for language education. Specifically, blended teaching has been proved to be effective for teaching listening (Aji, 2017), speaking (Kırkgöz, 2011), reading (Szymańska & Kaczmarek, 2011), and writing (Adas & Bakir, 2013). BT is an effective method that assists students to acquire more knowledge thanks to the combined benefits of both online and traditional f2f teaching.…”

Section: Literature Reviewmentioning

confidence: 99%

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Efl Undergraduate Students’ Perceptions Toward Blended Teaching

Yen

Huynh

2022

EJES

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While blended teaching is increasingly becoming popular in higher education all over the world, the concept has recently been paid attention to in Vietnam’s context. However, under the impact of the COVID-19 pandemic online teaching and blended teaching suddenly become a popular trend in Vietnamese higher education. Few studies have been conducted to explore topics related to blended learning in Vietnam and the current study was conducted to fill such a gap. This study focuses on exploring English-majored students’ perceptions toward the benefits and challenges of blended leaching in EFL classes. Participants included 440 English-majored students ranging from 18 to 22 years old coming from three study majors namely English Teacher Education, English Language Studies and English Interpretation and Translation in a multi-disciplinary university of 56 years old in Vietnam. Findings reveal that students perceived that blended learning offers them various benefits as well as some challenges. Suggestions are proposed to enhance blended learning for English-majored students in Vietnam and elsewhere. Article visualizations:<img src="/-counters-/edu_01/0939/a.php" alt="Hit counter" />

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Efl Undergraduate Students’ Perceptions Toward Blended Teaching

Yen

Huynh

2022

EJES

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“…According to Gilbert and Flores-Zambada (2011), using the blended model, instructors play a role of a coach, a facilitator, and a cheerleader and their teaching becomes student-centered, which is considered as the most effective approach for language education. Specifically, BL teaching has been proved to be effective for teaching listening (Aji, 2017), speaking (Kırkgöz, 2011), reading (Szymańska & Kaczmarek, 2011), and writing (Adas & Bakir, 2013). BT is an effective method that assists students to acquire more knowledge thanks to the combined benefits of both online and traditional f2f teaching.…”

Section: Literature Reviewmentioning

confidence: 99%

Teachers’ Perceptions Toward Blended Teaching Applied in Efl Classroom

Yen

Huynh²,

Huynh³

2022

EJOE

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Blended teaching has recently attracted a lot of attention from educators and researchers worldwide. In Vietnam, blended teaching has been applied at various universities in different forms. However, few studies have been conducted to explore EFL teachers’ perceptions of the use of blended teaching in Vietnam. The current study used a questionnaire to explore the perceptions of thirty EFL teachers from a large university in Vietnam. Findings reveal that EFL teachers gain various benefits and encounter different challenges when applying blended teaching in their classrooms. Article visualizations:<img src="/-counters-/edu_01/0427/a.php" alt="Hit counter" />

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“…These are given to students and are necessary to join the group. Aji (2017) explored the implementation of blended learning employing Edmodo to teach listening to 28 university students. Data collected through interviews with the listening lecturer, observation of the learning activities, and a questionnaire administered to the students revealed that the blended learning implementation was able to increase the students' listening skills.…”

Section: Learning Effectiveness Using Edmodomentioning

confidence: 99%

Students’ Perception of Edmodo use as a Learning Tool

Siahaan

2020

JET

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Due to the development of technology, teachers are expected to integrate technology into the classroom to engage the Z Generation students. Edmodo is a popular online learning platform that has now been widely used as a learning management system in blended learning or just as a supplementary tool. This study aims at investigating students' perceptions of Edmodo as a learning tool. Involving 47 students of the English department of Universitas Kristen Indonesia, data were collected employing a questionnaire and an interview. The results showed that the participants perceived Edmodo use improved their language skills, developed interaction and communication, enhanced the freedom to share ideas, and promoted their vocabulary and creativity. However, they regarded that the traditional face-to-face learning should not be replaced by online learning. They seemed to suggest the two learning modes combined.

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English Listening Blended Learning: The Implementation of Blended Learning in Teaching Listening to University Students

Abstract: Abstract

Cited by 13 publications

References 2 publications

Efl Undergraduate Students’ Perceptions Toward Blended Teaching

Efl Undergraduate Students’ Perceptions Toward Blended Teaching

Teachers’ Perceptions Toward Blended Teaching Applied in Efl Classroom

Students’ Perception of Edmodo use as a Learning Tool

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