scholarly journals EFL students’ perceptions of blended learning in English language course: learning experience and engagement

2021 ◽  
Vol 11 (1) ◽  
pp. 152-174
Author(s):  
Nurmala Elmin Simbolon
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
English Language ◽  
Learning Experience ◽  
Descriptive Analysis ◽  
The Internet ◽  
Learning Tools ◽  
Internet Connection ◽  
Research Findings ◽  
Efl Students

The importance of blended learning has been emphasised during the current restriction caused by the coronavirus diseases 2019 (COVID-19). But there is a scarcity of studies on students’ learning experience in blended learning, particularly using WhatsApp as one of the learning tools. A combination of classroom meetings and online learning is implemented in a vocational university in Indonesia. The research reported in this article aims to examine students’ perceptions of their learning experience in a blended method of learning incorporating social media WhatsApp and Google Classroom application as learning instruments. The dataset includes a questionnaire consisting of a four-point Likert scale and open-ended questions, a recording of WhatsApp chat history, and students' work in Google Classroom. Data analysis uses a multi-methods approach. Descriptive analysis is used for the closed-ended questions using the Excel program and content analysis for the open-ended questions. Results show that students positively perceive their learning experience in blended learning. Students also articulate their concerns of the internet connection and instruction clarity on the online learning materials. This paper highlights some implications of the research findings including the lecturer's need for professional development that may enable them to help students succeed in blended learning. 

scholarly journals Perceptions of Turkish EFL Students on Online Language Learning Platforms and Blended Language Learning

2016 ◽  
Vol 6 (1) ◽  
pp. 113 ◽  
Author(s):  
Ilknur Istifci
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Final Exam ◽  
Online Language Learning ◽  
Efl Students ◽  
Learning Platforms ◽  
Course Format

The purpose of this study is to examine the perceptions of EFL students studying English at the School of Foreign Languages, Anadolu University (AUSFL) on blended language learning and online learning platforms. The participants of the study consisted of 167 students whose English language proficiency level was B2 according to the Common European Framework of Reference (CEFR). A questionnaire adapted from Owston, York and Murtha (2013) was used in the study.After application of the questionnaire, ten randomly selected students were interviewed about their perceptions of blended learning. Applying statistical and content analysis of the interviews provided a deeper understanding of students’ perceptions. Statistical analysis showed that students liked the idea of blended learning in terms of course format and attendance. Analysis of the interviews in terms of content revealed that students liked the flexibility of online learning, but preferred face-to-face communication with a teacher and classmates. In terms of their ideas about the online platforms of course books, their ideas varied. The students were mostly positive about using online language learning platforms. Even though the aim of the study was to get the perceptions of students, interviews were carried out with 5 teachers about students’ mid-term and final exam scores to get an idea if engaging in blended learning helped them learn better. Based on the results, certain implications were drawn from the study in order to organize future teaching at the AUSFL and implement a teaching environment utilizing blended language learning.

scholarly journals EFL Student Difficulties of Online Learning During Coronavirus Pandemic at IAIN Langsa

At-Tafkir ◽  
2021 ◽  
Vol 14 (2) ◽  
pp. 150-167
Author(s):  
Muslem Muslem
Keyword(s):  
Online Learning ◽  
English Education ◽  
Psychological Impact ◽  
Qualitative Approach ◽  
The Other ◽  
Education Department ◽  
Student Difficulties ◽  
Internet Connection ◽  
Efl Students ◽  
The Subject

This research was aimed to find out the EFL students’ difficulties and psychological impact of online learning during coronavirus (COVID-19 ) at IAIN Langsa. This research used a qualitative approach. Documentation and interview were used to collect the data in this research. The subject of this research was EFL students of the English education department at the sixth-semester students of IAIN Langsa. The result of this research showed that the students encountered several difficulties in learning online consisting of; Internet data, internet connection, difficulties in doing assignments, intrusion, lack of experience in using technology, comprehending the lesson of EFL and interaction between students and lecturer. On the other hand, the psychological impact of online learning encountered by the students such as; frustration and feeling sadness

scholarly journals The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study

2021 ◽  
Vol 9 (2) ◽  
pp. 7-23
Author(s):  
Maha Al-Freih
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Blended Learning ◽  
Teaching Practices ◽  
Online Teaching ◽  
Phenomenological Study ◽  
Learning Experience ◽  
Structured Interviews ◽  
The Impact

The aim of this phenomenological study is to provide a deeper understanding of the impact of remote teaching on instructors’ perceptions of online learning and future teaching practices amid the COVID-19 pandemic. Interpretative phenomenological analysis was used to analyze open-ended semi-structured interviews conducted with five higher education faculty in Saudi Arabia. Three major themes were identified: enhancing student engagement; increased awareness of technology affordances and constraints; and moving from emergency remote teaching to technology-enhanced and blended learning. Participants of this study were mainly concerned about finding ways to support active student engagement in this new learning environment, which in turn increased their awareness of the educational affordances and constraints of online learning and technologies. Participants’ deeper understanding of the potential of online technologies in supporting student learning, as well as their own and students’ increased familiarity and comfort with online learning and technologies, served as the main drivers for potential future implementation of blended learning and technology-enhanced teaching practices. With that said, participants were still apprehensive about engaging in fully online teaching, arguing that blended strategies and enhanced-technology integration are more likely to overcome some of the limitations of face-to-face teaching and improve the overall learning experience for their students. Discussion of these findings in relation to the extant literature and their implications for higher education institutions moving forward are provided.

scholarly journals Students' Perception on Blended Learning in English Listening and Speaking Class

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Magdalena Kartikasari Tandy Rerung
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Language Learning ◽  
English Language ◽  
Language And Culture ◽  
Face To Face ◽  
Learning Platform ◽  
Face To Face Learning ◽  
Communicative Teaching ◽  
Listening And Speaking

<p>Nowadays, the communicative teaching has been influenced by the development of technology. Becoming interactive teacher would not be enough if it is not supported by technology usage. Online learning in this case has been a powerful tool to help language learners during their learning progress.  It is said that that online instruction raised the good and average student’s reading performance and the performance of the lowest-performing as well. In listening and speaking, online learning can help students improve their pronunciaton as well the comprehension skill. Therefore, the following study is designed to find out the students’ perceptions towards the use of both online and face-to-face learning in listening and speaking classroom. There are 30 students from the 1<sup>st</sup> and 3<sup>rd</sup> semester of English Language and Culture Departement and they joined the class for 1 semester. Online learning platform used was taken from Cambridge Learning Management System integrated with Unlock 2 and Unlock 4 books as the source of learning. The result shows that most of the students see online learning as an alternative tool to help them during their learning process.<strong></strong></p><strong>Keywords: </strong>blended learning, online learning, face-to-face learning, language learning

scholarly journals MYENGLISHLAB AS ONE OF THE GROUNDBREAKING BLENDED LEARNING TOOLS

2021 ◽  
Vol 17 (2 (24)) ◽  
pp. 85-91
Author(s):  
Marianna Ohanyan
Keyword(s):  
Learning Styles ◽  
Blended Learning ◽  
Language Learning ◽  
English Language ◽  
Educational Activity ◽  
English Language Learning ◽  
Learning Tools ◽  
Course Content ◽  
European Languages ◽  
Grammatical Skills

Online learning is one of the most rapidly growing trends in educational use of digital technologies. The article touches upon the importance of MyEnglishLab as one of the newest tools for blended English language learning. Due to the pandemics of the 2020 many learners began to implement different tools of digital technology to an increasing extent. An effective and appropriate tool for learning English aimed at developing communication skills allows to increase individualization of educational activity, to optimize mastering language structures and grammatical rules, and also to overcome some obstacles of both oral and written competences of the students. An interactive platform is one of the newest blended learning tools that combines different English language learning activities in a variety of formats. It is a web-based system providing learners 24 hours a day, 7 days a week online access to the teacher-managed course content, supports different learning styles, provides students with a large number of supervised practices. The platform MyEnglishLab contains lexical and grammatical tasks, audio materials listening and reading as well as watching videos. Tasks are performed in three stages: the formation of lexical and grammatical skills; improvement of language skills and using those phrases and sentences that were consolidated in the first stage in the dialogue with a computer; development of skills to use lexical and grammatical knowledge acquired during the previous two stages. The platform has options for choosing the number of attempts to perform both test exercises and training. In this article we present a research carried out among the freshmen of Yerevan State University Faculty of European Languages and Communication.

scholarly journals EFL Learners' Perceptions on Schoology Use in the Reading Class

2021 ◽  
Vol 5 (1) ◽  
pp. 10-26
Author(s):  
Ahmad Ridho Rojabi ◽  
Keyword(s):  
Online Learning ◽  
Reading Comprehension ◽  
Blended Learning ◽  
English Language ◽  
Study Program ◽  
Efl Learners ◽  
Face To Face ◽  
Learning Platforms ◽  
Face To Face Learning ◽  
Share Information

Online learning that is integrated into face-to-face learning called blended learning is believed to be more useful than online learning or face-to-face learning. Schoology is one of the online learning platforms exploited in blended learning that can help teachers to manage classroom information. Schoology allows students and teachers to share information and provides access to content or administrative features of specific courses. This study aims to investigate students' perceptions of blended learning via Schoology in reading class. This is a descriptive study, the participants of this study consisted of 28- second-semester students at the English Language Study Program, Faculty of Tarbiyah, and teacher training IAIN Jember, East Java Indonesia. The Data were collected through questionnaires and interviews. The findings of this study revealed that there were positive perceptions of blended learning via Schoology in the reading comprehension class as well as the positive learners’ attitude. Furthermore, the students agreed that Schoology in blended learning in the reading comprehension class is useful, helpful, and effective. Moreover, from the results of the interviews, there were positive aspects of blended learning via Schoology in reading comprehension which gave more benefits to engage and motivate students’ learning activities, students’ performances, learners’ autonomy, as well as students’ learning outcomes.

scholarly journals The Effect of Blended Learning in Enhancing Female Students’ Satisfaction in the Saudi Context

2017 ◽  
Vol 10 (6) ◽  
pp. 190 ◽  
Author(s):  
Sarah Al LHassan ◽  
Nadia Shukri
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Female Students ◽  
Proficiency Level ◽  
Level Of Satisfaction ◽  
The Future ◽  
Efl Students ◽  
Students Satisfaction

The present study intended to investigate the effect of utilizing Learning Management System (LMS), Blackboard® on enhancing English as a Foreign Language (EFL) female students’ satisfaction in the Saudi context. It is found that the effectiveness of utilizing the supplementary materials on Blackboard® is leading up to EFL students’ satisfaction. Since, Blended Learning (BL) model could stimulate a classroom setting with activities that are carried out under flexible and engaging manner. The sample consisted of ninety-eight students from proficiency level -104. The data of the study was collected using a questionnaire to identify students’ level of satisfaction. The results revealed that students’ satisfaction was apparent as their positive responses outweighed their negative responses mainly in terms of richness of learning resources, opportunity to interact in foreign language, appropriateness and variety of content, and ease of using Blackboard®. Based on the results, the study recommends considering the positive assets and challenges to plan the future of both teaching and learning English language effectively. The study suggested several areas to be investigated in the future such as examining the motivational behavior of both the teachers and the students and finding out the factors that will affect the environment of BL in EFL.

Transforming Online Learning Beyond the Digital Data

2020 ◽  
pp. 182-201
Author(s):  
Haniffa Beevi Abdul Jaleel ◽  
Pauline Teo Hwa Ling
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Industrial Revolution ◽  
Learning Experience ◽  
Higher Order Thinking ◽  
Digital Data ◽  
Self Directed Learning ◽  
Online Classroom ◽  
Directed Learning ◽  
Character Building

Experiential Online Classroom (ExOC) for Introduction to Business Presentation under the English 1 module at Taylor's University has expanded the landscape of blended learning from self-directed learning to experiential learning through participation in an online learning environment (OLE). The ExOC has been completely modernised and humanised to shape students' skills in a business presentation by building intangible elements of the Fourth Industrial Revolution (IR), which are character building, higher order thinking, soft skills, and lifelong learning. Human touch to technology-based content encourages students to build a community virtually, which naturally gives a deep learning experience with greater engagement. This chapter explains the design and development Introduction to Business Presentation MOOC as a modernised and humanised blended learning method that transformed online learning. Finally, the preliminary impacts of students' participation and engagement in using the MOOC are also discussed.

scholarly journals ATTITUDE TOWARDS THE EDMODO USAGE IN LEARNING ACTIVITIES FOR ENGLISH LITERATURE STUDENTS

2020 ◽  
Vol 7 (1) ◽  
pp. 1-10
Author(s):  
Herland Franley Manalu ◽  
Diana Anggraeni ◽  
Asrul Munazar
Keyword(s):  
Online Learning ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Industrial Revolution ◽  
Teaching Method ◽  
English Literature ◽  
Learning Activities ◽  
Learning Tools ◽  
The University

The increment of concern in the use of online learning tools into English Language Teaching to adopt the Industrial Revolution 4.0 has inspired this study to examine students’ thoughts on Edmodo, as one of the online learning tools, at the English Literature department within the University of Bangka Belitung. Edmodo is used by the researchers to discuss the students’ attitude in improving their English skills. Data were collected by means of questionnaires and interview. A Likert scale questionnaire was administered and open-ended interviews were conducted to get more information from the students. Data were qualitatively and quantitatively analysed by using SPSS v.22 Software. The results reveal that the Edmodo usage is aiding students’ cooperation in small group discussions, reflecting that teaching and learning activities established on the ground of communicative teaching method were able to improve cooperation and communication, raising students’ motivation to take part and involve in various learning and also empowering them to be self-determining and be more responsible for their own learning. This study is an endeavor to attract more researchers to do further investigations on this area within the Indonesian English learners at the university level.

scholarly journals ENGAGING WITH EDMODO TO TEACH ENGLISH WRITING OF NARRATIVE TEXTS TO EFL STUDENTS

2018 ◽  
Vol 76 (3) ◽  
pp. 333-349
Author(s):  
Qismullah Yusuf ◽  
Yunisrina Qismullah Yusuf ◽  
Nira Erdiana ◽  
Arif Rizky Pratama
Keyword(s):  
Blended Learning ◽  
Quantitative Data ◽  
The Internet ◽  
Free Access ◽  
Narrative Texts ◽  
English Writing ◽  
Before And After ◽  
Post Test ◽  
Efl Students ◽  
Writing Tests

This experimental research aimed to explore the effect of teaching English writing of narrative texts by using Edmodo learning media through blended learning on the tenth-grade students in one of the senior high schools in Banda Aceh, Indonesia. It further looks into the students’ responses on the use of this media in learning English writing of narrative text. To study the development of the students’ writing before and after using Edmodo learning media in the classroom, the writing tests were given to the students. The data were gained quantitatively and qualitatively. The quantitative data were collected from the pre-test, treatments for three class meetings and the post-test, while the qualitative data was collected through the open-ended questionnaire which was distributed to the students after the treatments were done. Statistical formulas were used to calculate the mean, standard deviation, and t-test for the students’ pre-test and post-test scores. The hand coding and computer coding were used to analyze the data from the questionnaire. The results from the analysis of quantitative data showed that there was an improvement in students’ writing of narrative texts; their scores improved from the pre-test to the post-test after treatments with Edmodo were done. Furthermore, the analysis of the questionnaire revealed a majority of positive responses from the students. Those who negatively responded towards the use of this online learning media said that it was due to the necessity of the Internet connection and computers, laptops or mobile phones to operate Edmodo. Not all students have the privilege of possessing such devises and the Internet quota can also be costly. Thus, they recommended the school to provide them with free access to the Internet and computers should learning by using this media is to be continued in the future. Keywords: Blended learning, Edmodo, EFL students, English writing, narrative texts.

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