scholarly journals Teaching English as a Second Language in Vietnam: Transitioning from the Traditional Learning Approach to the Blended Learning Approach

2021 ◽  
Vol 124 ◽  
pp. 01003
Author(s):  
Ho Thi Thao Nguyen ◽  
Subarna Sivapalan ◽  
Pham Hung Hiep ◽  
Pham Thi Van Anh ◽  
Nguyen Thi Mai Lan
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Online Survey ◽  
English Language ◽  
English Language Teaching ◽  
Traditional Learning ◽  
Learning Approach ◽  
Full Time ◽  
Face To Face ◽  
Class Time

Although blended learning (BL) has been utilized in English language teaching globally for the past few decades, it is a new phenomenon in the Vietnamese context. Little research has been done to simultaneously investigate how students and lecturers perceive blended learning implementation for English as a foreign language (EFL) teaching and learning in Vietnam, particularly within the higher education context. This study thus aims to investigate lecturers’ and students’ perspectives on BL implementation in an English Fundamentals course at a polytechnic in Hanoi, Vietnam. Data was collected via an online survey of 1500 non-English majors in the Fall 2019 semester and via interviews with 5 full-time EFL lecturers. The findings revealed that lecturers and students had positive perceptions of BL. For lecturers, the implementation of BL impacted their teaching approach and shifted the teaching of grammar and vocabulary from face-to-face to self-studying grammar and vocabulary using online lessons, devoting more in-class time to practicing speaking. Students meanwhile revealed that BL helped them develop self-autonomy of learning.

Blended learning: Barriers and drawbacks for English language lecturers at Vietnamese universities

2021 ◽  
pp. 204275302110482
Author(s):  
Thi Nguyet Le ◽  
Bill Allen ◽  
Nicola F Johnson
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Successful Implementation ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Web Based ◽  
Learning Barriers ◽  
Teaching Time

Although blended learning (BL) has emerged as one of the most dominant delivery modes in higher education in the 21st century, there are notable barriers and drawbacks in using BL for English language teaching and learning in Vietnamese universities. This study reports on research into the use of BL, conducted through semi-structured interviews with 30 English as a Foreign Language (EFL) lecturers from 10 different universities across the two major cities of Vietnam. The findings revealed that EFL lecturers identified eight groups of barriers and four groups of drawbacks to the successful implementation of BL. The most significant barriers included: lack of infrastructure and technology, institutional policies and support; lack of knowledge, experience and investment in using BL; lack of technological competence and information technology (IT) skills and lack of teaching time to employ web-based technologies and online resources in classrooms. Meanwhile, the most crucial drawbacks were: lecturers’ workload, ineffective use of BL, time consumption and demotivation. The authors point to the underlying factors contributing to these barriers and drawbacks and make implications for how some of these can be effectively addressed through constructive changes to policy and practice.

scholarly journals Design and evaluation of two blended learning approaches: Lessons learned

2011 ◽  
Vol 27 (8) ◽  
Author(s):  
Wing Sum Cheung ◽  
Khe Foon Hew
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Theoretical Foundation ◽  
Graduate Programs ◽  
Lessons Learned ◽  
University Teaching ◽  
Learning Approach ◽  
Learning Approaches ◽  
Communication Tool ◽  
Face To Face

<span>In this paper, we share two blended learning approaches used at the National Institute of Education in Singapore. We have been using these two approaches in the last twelve years in many courses ranging from the diploma to graduate programs. For the first blended learning approach, we integrated one asynchronous communication tool with face to face tutorials, classroom discussions, and a reflection session. For the second blended learning approach, we integrated two asynchronous tools with face to face tutorials in a course. We discuss the theoretical foundation of the two blended learning approaches. In addition, we share insights from these two blended learning approaches, based on the students' data (online postings, questionnaires, reflection logs, and interviews), as well as our own reflections. Finally, we describe and discuss several important lessons learned that could inform the design of future instructional strategies in implementing blended learning in university teaching and learning settings.</span>

scholarly journals Blended Learning Mobility Approach and English Language Learning

2019 ◽  
Vol 3 (2) ◽  
pp. 1
Author(s):  
Mazen Ismaeel Ghareb ◽  
Saman Ali Mohammed
Keyword(s):  
Blended Learning ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Language Teachers ◽  
English Language Teaching ◽  
Kurdistan Region ◽  
English Language Teachers ◽  
The University

Although the benefits of blended learning have been well documented in educational research, relatively few studies have examined blended mobilities in education in Kurdistan region government and in Iraq. This study discusses a blended mobility approach for a teacher training program designed for in-service English language teachers (ELT) and investigates its effectiveness by comparing the latest participation of the University of Human Development for computer science and proposing the same program for training English for lecturers and students. The research involved proposes new mobility program for teaching and learning English language and using their language skills in an ongoing business project using several software for communication and management of their projects. Results will show the framework for new blended learning and blended mobilities of many different English language teaching (ELT) aspects.

scholarly journals A BLENDED LEARNING IN ICT USED FOR IMPROVING ENGLISH LANGUAGE TEACHING

2020 ◽  
Vol 3 (6) ◽  
pp. 796
Author(s):  
Asti Gumartifa ◽  
Finza Larasati ◽  
Syafira Aurelia
Keyword(s):  
Blended Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Face To Face ◽  
The Past ◽  
Ict Use ◽  
Learning Platform ◽  
Information And Communication ◽  
Blended Course

The technology of information and communication (ICT) has evolved in the sector of education. Many elements have dramatically changed exponentially over the past three decades. It can modify and simplify the development of learning activities. Thus, Google Classroom will provide a blended learning platform in the education aspect. Google Classroom provides various things simpler for teachers to conduct learning practices effectively and efficiently, not the expected learning just in class, but even outside the classroom. It is revolutionizing schooling, thus the combination of mixed-method learning is also needed by each school. The advent of blended is among the most significant outcomes of the revolution. Learning which incorporates the essence of face-to-face and ICT use is needed in the era of 4.0. This article discusses existing theories, and empirical evidence relating to the essence of blended learning and Google Classroom in ELT. This research is used to create teachers’ broad mind widely to the use of Google Classroom as the blended course in English Language Teaching.

Blended Approach for Learning English as Second Language

2020 ◽  
Vol 1 (1) ◽  
pp. 35-39
Author(s):  
Rajesh Lankapalli ◽  
Y.V.G. Nukeswara Rao
Keyword(s):  
Second Language ◽  
Blended Learning ◽  
Education System ◽  
English Language ◽  
English Language Teaching ◽  
Learning Activities ◽  
English As Second Language ◽  
Face To Face ◽  
Subject Areas ◽  
Face To Face Learning

This article describes how over the years, education systems, academics, and students have undergone many modifications with the appearance of the latest technologies. This variation is clear particularly in implementation within the pedagogic structures of the education system. On par with different subject areas especially in English language teaching is additionally taking advantage of the blended mode of learning. Blended learning is for people who would like to advance their skills through face-to-face learning, while supporting their learning with online and remote learning activities.

scholarly journals A Study on Politeknik Tuanku Sultanah Bahiyah Students’ Preparedness Towards Blended Learning in Communicative English

2021 ◽  
Vol 6 (7) ◽  
pp. 336-342
Author(s):  
Navin Kumaran ◽  
Nor Salwa Binti Sulaiman
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Future Research ◽  
Learning Approach ◽  
Statistical Software ◽  
Online System ◽  
Engineering Department

Teaching and learning process heading to different dimension after the rising of technology. Even Malaysian Education Ministry is encouraging educators to practice different teaching process. Since the introduction of the Outcome-Based syllabus at Malaysian polytechnics, students are exposed to new ways of learning. This study purposes to investigate the suitability of the blended learning approach in learning the English language among diploma students of Politeknik Tuanku Sultanah Bahiyah. This learning approach is combination of online learning and traditional methods. In Malaysian polytechnics, online learning is made possible through the Curriculum Information Document Online System (CIDOS). For this study, a total of 80 students were selected from Civil Engineering Department. The responses of the students were elicited through a questionnaire survey. The results were then analyzed descriptively using the statistical software, SPPS version 22. The results of the study indicated that there was a moderate level in students’ preparedness in blended learning of communicative English. Recommendations were provided for future research.

scholarly journals English language teaching and assessment in blended learning

2014 ◽  
pp. 67-82 ◽  
Author(s):  
Sejdi Sejdiu
Keyword(s):  
Blended Learning ◽  
English Language ◽  
English Language Teaching ◽  
Control Group ◽  
Face To Face ◽  
Study Approach ◽  
The Face ◽  
Face To Face Instruction ◽  
Experimental Group

The aim of this study was to evaluate the effectiveness of blended learning vis-à-vis face-to-face instruction. In order to achieve this aim, three research questions including were raised. The study was conducted using the case study approach which was supported by the collection of qualitative and quantitative data. The study involved two teachers, one who taught the experimental group using blended learning, and another one who taught the control group using face-to-face instruction. The results showed that the blended learning instructor executed instruction better and used more effective methods of assessment than the face-to-face instruction teacher. This is supported by differences in students’ performances which show that the experimental group performed better by scoring higher means and recording lower variances.

scholarly journals The Use of Blended Learning Approach In EFL Education

2019 ◽  
Vol 8 (5C) ◽  
pp. 1165-1168
Keyword(s):  
Blended Learning ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learning Approach ◽  
Learning Approaches ◽  
Information Communication ◽  
Face To Face ◽  
Component Integration ◽  
Learning Platform ◽  
Traditional Language

The 21ST century education is a revolution that encounters the use of ICT (Information Communication Technology) as a component tool of education aligned with the contexts of teaching and learning. It is widely used in every surface of education particularly in teaching and learning EFL (English as a Foreign Language). When it comes to EFL education, traditional language teaching methodologies are intensively substituted with the new technological-integrated approaches. Currently, blended learning is used as an applicable approach and EFL education is surrounded by its features. It has really restructured the educational context and has paved the way for effective EFL practices. In fact, blended learning cooperates EFL educators a variety of interactive language activities while it is double component, integration of face-to-face education and technology-generated approaches. Therefore, this article investigates the use of blended learning approach in EFL education and undertakes an in-depth review of literatures, practices, and authentic enhancements of blended learning in the context of EFL education. The study enriches creative ideas toward the use of blended learning approaches in EFL classrooms. It indicates that blended learning approach provides a flexible language learning platform, endorse academic achievements of the learners, and influences EFL education.

Blended Learning at Ajman University of Science and Technology

2014 ◽  
pp. 218-242
Author(s):  
Ahmed Ankit ◽  
Mirna Nachouki ◽  
Mahmoud Abou Naaj
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Science And Technology ◽  
Learning Approach ◽  
Learning And Teaching ◽  
Face To Face ◽  
Level Of Satisfaction ◽  
Face To Face Learning ◽  
Instructor Satisfaction

Over the past few years, there has been a rapid increase in the development of technology-based learning and teaching. Professors have become more pragmatic in their approach to technology-based media by using it to supplement or to replace traditional face-to-face teaching. Blended learning, which combines both electronic and face-to-face interaction, has gained more ground as midway between distance and face-to-face teaching approaches. Thus, opportunities for both educators and learners have been created. The teaching and learning approach adopted at Ajman University of Science and Technology (AUST) combines an equal balance of traditional face-to-face and videoconference learning, complemented with the use of a learning management system (Moodle). Student and instructor satisfaction is considered the most important factor in measuring the quality of blended learning. The purpose of this chapter is, therefore, to examine student and instructor satisfaction of blended learning at AUST. The chapter demonstrates that the majority of students and instructors hold positive views but are still attached to the traditional face-to-face learning and teaching. They also show that the level of satisfaction may depend on individual experience as well as on the major studied/taught.

Sign in / Sign up

Export Citation Format

Share Document