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

Dahmash, Nada Bin

doi:10.5539/ijel.v10n5p221

Cited by 57 publications

(75 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…And they would look forward to using Blackboard for their learning next year (M = 3.81), believing that their instructors are good enough to provide active, interactive learning activities via Blackboard (M = 3.81), which makes them really enjoy learning online via Blackboard (M = 3.66). This result concurs with a plethora of studies recently conducted during the time this study was in progress or a little before (e.g., Alowedi, 2020;Althobaiti, 2020;Alsulami, 2016;Al-Washahy & Amaar, 2015;Cavanaugh & Song, 2014;Dahmash, 2020;Han & Ellis, 2019;Gulbinskienė et al, 2017).…”

Section: Students' Attitudes Survey Resultssupporting

confidence: 91%

“…Additionally, other studies show that VLEs with online video and audio tools (e.g., YouTube, Skype), also available via smartphone and tablet applications, have all a positive effect on learning English (Alsulami, 2016;Shafiee, Akbari, & Hajijalili, 2019). These studies and others (Al Bataineh, Banikalef, & Albashtawi, 2019;Dahmash, 2020) found that the nature of individualized 'student-to-computer' interaction promotes self-directed learning and improve attitudes towards learning English in virtual or blended learning environments.…”

Section: Virtual Education In Foreign Language Education: Perceptions and Attitudesmentioning

confidence: 89%

“…Further research tapping into the opinions, attitudes, beliefs, and reflections on learners' experiences with VLEs showed that VLEs have all a positive effect on learning the foreign language of English (Alsulami, 2016;Al-Washahy & Amaar, 2015;Cavanaugh & Song, 2014;Gulbinskienė et al, 2017). Additionally, more research was done proving that VLEs such as Blackboard Learn were perceived to be effective for creating mutual interactions between students and EFL teachers especially in the time of the COVID-19 Pandemic (Alowedi, 2020;Althobaiti, 2020;Dahmash, 2020;Han & Ellis, 2019). The VLE of Blackboard Learn enables students to use supplementary videos and myriads of other assistive tools that makes learning both fun and easy; it also enables teachers to provide instant or delayed feedback, ask comprehension questions, provide (delayed) written feedback and use multiple effective pedagogical strategies in delivering their lectures and other learning projects that can be posted in discussion boards or e-portfolios (Alowedi, 2020;Dahmash, 2020;Vo et al, 2017).…”

Section: Virtual Education In Foreign Language Education: Perceptions and Attitudesmentioning

confidence: 99%

See 2 more Smart Citations

The Role of the Blackboard LMS in EFL Course Delivery During the COVID-19 Pandemic: Investigating Attitudes and Perceptions of Faculty and Students

Almelhi¹

2021

IJEL

View full text Add to dashboard Cite

This paper aimed to identify faculty perceptions of VLEs and their students’ attitudes towards e-learning in the time of the pandemic. Towards this aim, the researcher used two surveys in a descriptive study to collect data from 47 EFL instructors and 103 students regarding a variety of constructs about e-learning effectiveness and attitudes, especially in the Corona virus time. Results indicated that the instructors’ perceptions of the Blackboard LMS were greatly positive as to establishing efficient teacher-students’ communication, facilitating students’ comprehension, boosting up their instrumental motivation, engaging them in active, interactive learning, and creating instructor-students’ rapport. The students’ attitudes survey revealed that, overall, students had positive attitudes towards using Blackboard LMS during the pandemic due to convenience of use, platform availability, system quality and quality of e-learning over Blackboard. Other reasons include users’ personal factors such as their satisfaction tendency, their self-confidence initiated by the VLE of Blackboard, their enjoyment of learning in this medium, the interesting and useful learning activities and tools as well as their staying safe in this mode of learning in the pandemic time. Other factors identified include the learners’ willingness to continue learning via Blackboard and their expectation that full-time learning online would replace traditional face-to-face learning. The study concludes that teachers’ and students’ perceptions and attitudes towards VLEs, with particular reference to Blackboard, could be valuable to faculty and institutions in their quality assurance efforts and the development of promising online courses and programs in EFL to satisfy the needs of students. Eventually, the study discusses suggested improvements and implications for e-learning on the Blackboard Lean platform as perceived by students and teachers alike to protect students through online education as an alternative to traditional education during the Corona Virus Disease 2019 (COVID-19) in present and future waves of the pandemic.

show abstract

Section: Students' Attitudes Survey Resultssupporting

confidence: 91%

Section: Virtual Education In Foreign Language Education: Perceptions and Attitudesmentioning

confidence: 89%

Section: Virtual Education In Foreign Language Education: Perceptions and Attitudesmentioning

confidence: 99%

See 1 more Smart Citation

The Role of the Blackboard LMS in EFL Course Delivery During the COVID-19 Pandemic: Investigating Attitudes and Perceptions of Faculty and Students

Almelhi¹

2021

IJEL

View full text Add to dashboard Cite

show abstract

“…English language related studies during the Covid-19 process (between March 2020 and February 2021) (Aji et al, 2020;Allo, 2020;Almekhlafy, 2020;Andriivna et al, 2020;Ariyanti, 2020;Astuti & Solikhah, 2021;Atmojo & Nugroho, 2020;Bailey & Lee, 2020;Chiatoh & Chia, 2020;Dahmash, 2020;Davies et al, 2020;Destianingsih & Satria, 2020;Farrah & Al-Bakry, 2020;Fatima, 2020;Fitria, 2020;Forrester, 2020;Fuad et al, 2020;Fuentes Hernández et al, 2020;Gao & Zhang, 2020;Hadianti & Arisandi, 2020;Hafidz, 2020;Hakim, 2020;Hamid, 2020;Hartshorn & Mcmurry, 2020;Hazaea et al, 2021;Hodges et al, 2020b;Hopp & Thoma, 2020;Huang et al, 2021;Kamhi-Stein et al, 2020;Karakuzu et al, 2020;Karataş & Tuncer, 2020;Karim & Hasan, 2020;Kawinkoonlasate, 2020;Khafaga, 2021;Kholis, 2020;Krishan et al, 2020;Kusumawati, 2020;Li et al, 2020;Lie et al, 2020;Loo, 2020;…”

Section: Study Focus Authors Nmentioning

confidence: 99%

English language teaching and learning during Covid-19: A global perspective on the first year

Erarslan¹

2021

Journal of Educational Technology and Online Learning

View full text Add to dashboard Cite

PandemicCovid-19 Emergency online teaching English language teaching and learning First year analysisThe world recently witnessed the unexpected emergence of a coronavirus that caused the Covid-19 pandemic and severely impacted all aspects of human life. The sudden lockdown that came with the announcement of the pandemic affected health systems, the world economy and, inevitably, education systems across the globe. Due to the pandemic, schools and universities were closed, face-to-face education was suspended and a shift to emergency online teaching was instituted. English language training took its share in this transition and several studies were conducted to investigate the effects of the pandemic on emergency online teaching and the learning of English. This integrative literature review study analyses and synthesizes the research studies conducted between March 2020 and February 2021 to illustrate the first year of the pandemic in terms of English language teaching and learning globally. Thus, 69 research studies were selected for analysis. Findings show that the emergency online teaching and learning of English mainly created challenges due to the internet connection problems and students' access to computer or smart phones. On the other hand, contributing the teachers' digital literacy skills, the significance of online teaching and learning in case of emergency situations was highlighted as the findings showed. The studies produced conflicting results in terms of the implementation of emergency online teaching and learning practices, English language teachers and students' perceptions and attitudes, the affective, motivational and cognitive aspects, and the impact of emergency online teaching on the language development of students. Research Article

show abstract

“…The study results revealed that most EFL learners are not satisfied with continuing online learning, because they are not achieving the anticipated improvement in language learning performance. Dahmash (2020) explored the benefits and challenges of blended learning during the spread of COVID-19 from the perspective of English as a foreign language (EFL) student at King Saud University. The results show that blended learning profited the EFL students by endorsing their writing skills and persuading them to search online, alongside fitting their circumstances and being economical.…”

Section: Challengesmentioning

confidence: 99%

Technology, Pedagogy & Assessment: Challenges of COVID19-Imposed E-Teaching of ESP to Saudi Female PY Students

Alvi¹,

Bilal²,

Alvi³

2021

AWEJ

View full text Add to dashboard Cite

The Coronavirus Disease (Covid-19) triggered substantial shifts in the education systems worldwide as teaching and learning have had to shift from face-to-face to an entirely virtual model due to the closure of educational institutes. The present paper is a descriptive-analytical investigation of the challenges of the current pandemic-imposed E-teaching of English for Specific Purposes (ESP) courses to female preparatory (PY) year students at King Khalid University (KKU). It identifies teachers’ and students’ responses about the ongoing issues with E-teaching of ESP with to put practical solutions to them. The study is conducted at The University Center for Girls’ Studies- Al-Samir Campus-Abha during the academic year 2020-2021. Twenty English Language instructors at the English Language Center (ELC) and eighty students of the preparatory year at the College of Medicine enrolled in Intensive English Course (Njl-019) participated in the study. It adopts mixed qualitative methodology with the teachers’ semi-structured interview and students’ questionnaire as tools to collect data, and descriptive analysis as a method to interpret data. The study finds out reciprocity of teachers’ and students’ responses in pinpointing the factors posing serious challenges in teaching and learning ESP courses as majorly related to technology, pedagogy, and Assessment. Considering these challenges, the study puts forth practical suggestions to promote virtual teaching and learning of ESP courses. The suggested solutions are hoped to help providing successful standards for virtual ESP teaching and learning as per the constraints of quality modern education.

show abstract

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

Cited by 57 publications

References 14 publications

The Role of the Blackboard LMS in EFL Course Delivery During the COVID-19 Pandemic: Investigating Attitudes and Perceptions of Faculty and Students

The Role of the Blackboard LMS in EFL Course Delivery During the COVID-19 Pandemic: Investigating Attitudes and Perceptions of Faculty and Students

English language teaching and learning during Covid-19: A global perspective on the first year

Technology, Pedagogy & Assessment: Challenges of COVID19-Imposed E-Teaching of ESP to Saudi Female PY Students

Contact Info

Product

Resources

About