Students’ perceptions and attitudes towards asynchronous technological tools in blended-learning training to improve grammatical competence in English as a second language

Pinto-Llorente, Ana María; Snchez-Gmez, M Cruz; Garca-Pealvo, Francisco Jos; Casillas-Martn, Sonia

doi:10.1016/j.chb.2016.05.071

Cited by 76 publications

(50 citation statements)

References 11 publications

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“…ICT possesses the capacities and serves as an enabler for university students' professional learning and development (Brown, 2016). Third, the literature encourages endowing a sense of responsibility for assigned learning tasks and implementing BL courses that are influenced by learners' attitudes about, and perceptions of, learning and interactivity both in and outside the classroom (Owston et al, 2013;Pinto-Llorente, Sánchez-Gómez, García-Peñalvo, & Casillas-Martín, 2017). Smyth, Houghton, Cooney, and Casey (2012) further noted that the benefits of BL may include accessibility, flexibility, autonomy, responsibility, and application to practice, all of which tend to enhance learning.…”

Section: Introductionmentioning

confidence: 99%

The impact of perceived enjoyment on team effectiveness and individual learning in a blended learning business course: The mediating effect of knowledge sharing

Lin

Huang

2020

AJET

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With advances in information and communication technology, blended learning has become an effective approach for highlighting disciplinary effects and accommodating student population diversity. Faculty members in business schools have developed an understanding of design approaches that have evolved and selected appropriate designs for blended courses. This study combines the approaches of blended and team-based learning to support a management course. This study involved 197 undergraduate business students from two Taiwanese universities. Their perceptions of the course were elicited through survey questions. Subsequent quantitative analysis has revealed the relationships among learners’ perceived enjoyment, knowledge sharing, team effectiveness, and perceived individual learning. This study documents education benefits, pedagogical implications, and research limitations in applying this approach to business education. Those points are developed along with recommendations regarding future research directions.

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Section: Introductionmentioning

confidence: 99%

The impact of perceived enjoyment on team effectiveness and individual learning in a blended learning business course: The mediating effect of knowledge sharing

Lin

Huang

2020

AJET

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“…Moreover, Lalima and Dangwal (2017) describes the advantages of blended learning; teachers and students get more time in the classroom for creative and cooperative exercise, students gain advantage of online learning and CAI without losing social interaction element and human touch of traditional teaching, it provides more scope for communication, students become more techno savvy and they gain enhanced digital fluency, students have more strengthened professionalism as they develop qualities like self-motivation, self-responsibility, discipline, it updates course content and so gives new life to established courses. In (Pinto-Llorente et al, 2016) research, the students highlighted the opportunity provided to have a greater autonomy to be able to set and organize their own pace of study and individual learning. It can be concluded that in blended learning, there are several benefits that cannot be obtained in the conventional learning model or face-to-face model, such as the unlimited time and place of learning, students' autonomy to set their own pace of study, and the digital fluency enhancement.…”

Section: Introductionmentioning

confidence: 99%

Students’ Perception Toward the Implementation of Blended Learning for Teaching ESP in Faculty of Engineering

Nurmasitah¹,

Faridi²,

Astuti³

et al. 2019

Proceedings of the 1st Vocational Education International Conference (VEIC 2019)

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With the rapid movement of technology, teaching and learning process will no longer limited by the place and time. Universitas Negeri Semarang (UNNES) as a higher education institution encourages its lecturers and students to use Elena (UNNES e-learning system) or other Learning Management System (LMS) for applying blended learning model in the learning process. This study exposed 145 Faculty of Engineering undergraduate student responses to a blended learning model applied in English for Specific Purposes (ESP) class. The data was taken by using Likert scale questionnaire. As the result, the implementation of blended learning received a positive response in several ways, like the practicality of sharing material, independent learning, and saving time and costs in the learning process. However, some of the students considered to be in a conventional model of learning with several reasons, such as the limited facilities and the technology illiteracy.

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“…Understanding the effects of using technology to enhance learning in foreign language classes is important to develop the curriculum. Studies have been conducted to investigate the effects of the technology on second language learning (Afshari et al, 2013;Başöz and Çubukç u, 2014;Chang et al, 2015;Golshan and Tafazoli, 2014;Köse et al, 2016;Lai, 2015;Lai et al, 2016;Martins, 2015;Öz, 2015;Pinto-Llorente et al, 2017;Rahimi and Yadollahi, 2011;Sarfraz et al, 2015;Sung and Yeh, 2012;Swart, 2017;Yang and Chen, 2007;Zamari et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Guiding Curriculum Development: Student Perceptions for the Second Language Learning in Technology-Enhanced Learning Environments

Gürleyik

Akdemir

2018

JETS

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Developing curriculum to enhance student learning is the primer purpose of all curricular activities. Availability of recent tools supporting to teach various skills including reading, listening, speaking and writing has opened a new avenue for curricular activities in technology-enhanced learning environments. Understanding the perceptions of students utilizing technology-enhanced learning environments to learn second language skills is important to develop the curriculum. This study is organized to investigate the perceptions of students towards second language learning in technology-enhanced learning environments in which students can develop reading, listening, speaking and writing skills for the second language learning. The survey was used to collect data from 875 undergraduate students involved in technology-enhanced second language learning environments in a university. Contrary to general expectations, results of the study indicated that technology-enhanced learning environments do not positively influence the perceptions of undergraduate students for the second language learning. Further research should concentrate on investigating the reasons behind these findings using qualitative studies.

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Students’ perceptions and attitudes towards asynchronous technological tools in blended-learning training to improve grammatical competence in English as a second language

Cited by 76 publications

References 11 publications

The impact of perceived enjoyment on team effectiveness and individual learning in a blended learning business course: The mediating effect of knowledge sharing

The impact of perceived enjoyment on team effectiveness and individual learning in a blended learning business course: The mediating effect of knowledge sharing

Students’ Perception Toward the Implementation of Blended Learning for Teaching ESP in Faculty of Engineering

Guiding Curriculum Development: Student Perceptions for the Second Language Learning in Technology-Enhanced Learning Environments

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