Perceptions and Attitudes towards Blended Learning for English Courses: A Case Study of Students at University of Bisha

Ja'ashan, Mohammed Mohammed Nasser Hassan

doi:10.5539/elt.v8n9p40

Cited by 44 publications

(18 citation statements)

References 11 publications

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“…Several studies investigating the challenges of BL have identified several problems faced by institutions, such as a lack of Internet connectivity, technical issues, workload, and confusing instructions in Blackboard (Al Zumor et al, 2013;Banditvilai, 2016;Guangying, 2014;Hamdan et al, 2017;Ja'ashan, 2015;Poon, 2013;Thang et al, 2012) as well as difficulties encountered by students, (Alshathri, 2016;Hamad, 2017;Ja'ashan, 2015;Thang et al, 2012;Vaughan, 2007) and instructors (Alaidarous & Madini, 2016;Alebaikan & Troudi, 2010;Badawi, 2009;Yang, 2012). Ja'ashan (2015) examined 130 undergraduate students' perceptions toward challenges in BL in an English module.…”

Section: Potential Challenges Of Using Bl To Support English Languagementioning

confidence: 99%

Using Blended Learning to Support the Teaching of English as a Foreign Language

Sheerah¹

2020

AWEJ

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The recent development in the field of technology in education has led to renewed interest in blending traditional methods of teaching with technology which might enhance language teaching and learning. The purpose of this paper is to review the literature concerning the strengths and weaknesses of blended learning as a technology-enhanced pedagogical tool that combines online and face-to-face instructional activities, on the development of English skills, inclusive of its use in the teaching of English as a Foreign Language (EFL). Furthermore, this article sheds new light on how blended learning allows the learner to become autonomous and engaged in the construction the knowledge, rather than acting as passive absorbers. It is expected that this paper will contribute to enhancing the body of knowledge that exists in the area of blended learning, especially as it applies to the issue of the acquisition of experience in English as a foreign language. It can be concluded that the use of blended learning has the potential to support EFL learning and maximize EFL learners' opportunities to practice the English language freely at their convenience. There are issues which need to be addressed and, or resolved, such as ensuring that the library facilities are capable of delivering this type of approach, online materials are suitably supportive of the students needed to access them, and the design of blended learning approaches take account of the preferred learning methods of students, and the workload required to be successful.

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Section: Potential Challenges Of Using Bl To Support English Languagementioning

confidence: 99%

Using Blended Learning to Support the Teaching of English as a Foreign Language

Sheerah¹

2020

AWEJ

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“…Researchers focused on attitudes and perceptions (Al Zumor et al, 2013;Ja'ashan, 2015;Alaidarous & Madini, 2016) and as improving listening and speaking skills (Hussein, 2016).…”

Section: Review Of Literaturementioning

confidence: 99%

Blackboard as a Motivator for Saudi EFL Students: A Psycholinguistic Study

Ali¹

2017

IJEL

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Blackboard is a learning management system that provides students with an opportunity to access the course at their convenience. Blackboard makes it possible for students to do online activities, interact with other students and their teachers, review instructional materials, and listen to the recorded classes. Students can also attend live lectures and discussion via virtual classes (collaborative blackboard) from homes, cafés, or from anywhere they choose. All of these features can be accessed by students anytime and anywhere. This facility might motivate English as a Foreign Language (EFL) students to study effectively and efficiently. The purpose of this research is to investigate the use of Blackboard system in teaching and learning and evaluate its influence on motivating Saudi English students. It looks at the role of Blackboard on English students' motivation from their own point of view and tries to determine whether students encounter issues that affect their motivation. El-Seoud et al. (2014, p. 2) believed that "the success or failure of online instruction is perhaps related to student motivation". This study is conducted at the University of Bisha in Saudi Arabia. The sample consisted of 80 students from the English Department. This is a mixed method study of the students who use Blackboard for online learning. The study found that using Blackboard motivated students to work harder and learn better than traditional methods of learning. It also found that students believe that Blackboard is a motivating factor. Some demotivating factors have also been identified in this study.

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“…While in the "don't really like" category, there are only three women included in the category and there are ten statements that are agreed, one of which is students can read anywhere and at any time to re-understand mathematical material if the educator provides online teaching material. As revealed by several studies that technology in online media can make it easier for students to understand learning material (Adams, Sumintono, Mohamed, & Noor, 2018;Cheok, Wong, Ayub, & Mahmud, 2017;Hassan Ja'ashan, 2015). On the other hand, figure 2 and table 2 show that only subjects from the provinces B, C, and D liked BL in teaching mathematics, the percentage is 3.7%, 7.4%, and 3.7%, respectively.…”

Section: Resultsmentioning

confidence: 99%

Educators’ Perception of Blended Learning Models on Mathematics Learning

Faradillah

Hadi

2020

KJPM

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The main objective of this research is to analyze and compare educators' perceptions of the application of the BL model in mathematics learning. The stages of research carried out in this study began with the manufacture of questionnaires both for educators and students. Next the researchers asked one of the lecturers and mathematics teachers to validate it. Based on the results of the validation conducted, the questionnaire was declared to be appropriate to be used by correcting a selection of words so it would not have a double meaning. In the next stage, researchers distributed the questionnaire to educators in schools and universities in several provincies in Indonesia After obtaining the data, researchers analyzed the data using WinStep. The results of the questionnaire showed that there was one question on the questionnaire that was difficult to be agreed upon by lecturers and teachers, namely the 16th statement that revealed students felt they needed more time to complete online assignments when dealing with graphics / diagrams / tables / other on mathematical material

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Perceptions and Attitudes towards Blended Learning for English Courses: A Case Study of Students at University of Bisha

Cited by 44 publications

References 11 publications

Using Blended Learning to Support the Teaching of English as a Foreign Language

Using Blended Learning to Support the Teaching of English as a Foreign Language

Blackboard as a Motivator for Saudi EFL Students: A Psycholinguistic Study

Educators’ Perception of Blended Learning Models on Mathematics Learning

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