scholarly journals Using Blended Approach for EFL Learning: A Step towards 21st Century Classrooms

2021 ◽  
Vol 11 (2) ◽  
pp. 13
Author(s):  
Mohammed Mahib ur Rahman
Keyword(s):  
Saudi Arabia ◽  
Blended Learning ◽  
Positive Impact ◽  
Practical Implication ◽  
Learning Activity ◽  
Learning Approach ◽  
Efl Learners ◽  
Use Of Technology ◽  
Teaching Learning ◽  
Efl Learning

The increasing use of technology for the teaching-learning activity has seen a significant change in the learning approach across the globe including the teaching of English as a foreign/second language. In this context, the teacher makes use of online classes along with the formal or in class approach for EFL learning. Consequently, the blended learning approach has seen an influx of research and considered as a potential area of research for the teachers. As opposed to the sheer use of e-learning, blended learning promotes the use of different technological equipment for EFL instructions in addition to the traditional method or face to face approach. Therefore, several higher learning centers have already started using blended learning to teach EFL learners. However, this phenomenon is more prevalent in the developed nations as compared to the developing countries like Saudi Arabia. Therefore, the author aims to determine the attitudes and perceptions of EFL learners towards the use of blended learning, as an ultimate recipient and recommends it for further implementation based on the findings of this study. The questionnaire has randomly been administered among a total of 70 undergraduate EFL learners of Qassim University, Saudi Arabia. The questionnaire consists of 10 closed ended items. Based on the collected responses of EFL learners against each item a quantitative analysis has been done using SPSS 26. The results indicate that most EFL learners believe that it has a positive impact and make learning more interesting. Further, the study has been concluded with the recommendations and practical implication in EFL learning based on the obtained results.

scholarly journals The Effect of Blended Learning on EFL Students’ Grammar Performance and Attitudes: An Investigation of Moodle

2019 ◽  
Author(s):  
Khaleel Bader Al Bataineh ◽  
Ala’Eddin Abdullah Ahmed Banikalef ◽  
Abeer H. Albashtawi
Keyword(s):  
Blended Learning ◽  
Positive Impact ◽  
Qualitative Interviews ◽  
Control Group ◽  
Learning Approach ◽  
Efl Learners ◽  
Learning Group ◽  
English Grammar ◽  
Quasi Experimental ◽  
Experimental Group

Empowering new generations with technology through employing blended learning approach to teach English as a Foreign Language has been recently investigated by many researchers in various contexts. This mixed-methods study aimed at examining the effects of the blended learning approach on Jordanian EFL learners’ grammar performance. The study also aimed at investigating the attitudes of Jordanian EFL learners toward blended learning. To achieve the objectives of the study, it employed a quasi-experimental design (pre and posttests) followed by qualitative interviews. The participants were divided into two groups: experimental and control groups. Among the 28 students in the sample, those in the experimental blended learning group (n=13) were taught using Moodle while those in the control group (n=15) were taught using conventional methods. All the 13 participants in the experimental group were interviewed. The results of the posttest revealed that students in the experimental group outperformed students in the control group. Furthermore, the qualitative analysis results showed that blended learning had a positive impact on the learners’ English grammar performance and that they were strongly satisfied and motivated to learn English using similar methods. It is concluded that blended learning could be used as an effective method of teaching English grammar in EFL settings. It is hoped that these results will help the university, faculty, and students to develop the skills necessary for blended learning.

Applying Blended Learning in an Industrial Context

2009 ◽  
pp. 213-232
Author(s):  
Christian Bunse ◽  
Christian Peper ◽  
Ines Grützner ◽  
Silke Steinbach-Nordmann
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
New Technologies ◽  
Positive Impact ◽  
Learning Approach ◽  
Learning Approaches ◽  
Enabling Factors ◽  
Industrial Case Study ◽  
E Learning ◽  
Classroom Education

With the rapid rate of innovation in software engineering, teaching and learning of new technologies have become challenging issues. The provision of appropriate education is a key prerequisite for benefiting from new technologies. Experience shows that typical classroom education is not as effective and efficient as it could be. E-learning approaches seem to be a promising solution but e-learning holds problems such as a lack of social communication or loose control on learning progress. This chapter describes a blended learning approach that mixes traditional classroom education with e-learning and that makes use of tightly integrated coaching activities. The concrete effects and enabling factors of this approach are discussed by means of an industrial case study. The results of the study indicate that following a blended learning approach has a positive impact on learning time, effectiveness and sustainability.

scholarly journals Readiness of in-service Teachers Towards Blended Learning Approach as a Learning Pedagogy Post COVID-19 Era

2020 ◽  
Author(s):  
Rabiya Saboowala ◽  
Pooja Manghirmalani-Mishra
Keyword(s):  
Faculty Development ◽  
Blended Learning ◽  
Pearson Correlation ◽  
Descriptive Analysis ◽  
Educational Institutions ◽  
Development Programs ◽  
Use Of Technology ◽  
Six Dimensions ◽  
Teaching Learning ◽  
The Impact

Abstract The impact of COVID-19 pandemic has traumatized the entire world. All educational institutions have been declared closed by most of the countries throughout the globe, as a consequence of which, learners inclusive of teachers have undergone tremendous loss. Nevertheless, COVID-19 has prompted experts to rethink about the suitable pedagogies of teaching-learning that will prove to be sustainable with the global health crises going on. Blended learning is one of the models proposed by various educationalists and research scholars that appears to be a viable and best fit solution for educational institutes for at least a period of a few months post-pandemic. The approach aims to provide meaningful opportunities for teachers to embed the use of technology for the teaching -learning process. During this time, teachers from various types of educational institutions are also getting an opportunity of being learners. This role is fulfilled by their outstanding participation in various seminars (commonly called as webinars), workshops, faculty development programs, etc which are exclusively conducted for them in order to enhance their learning experiences during this time. This study investigates the readiness of in-service teachers considering them as learners towards blended learning and its six dimensions viz. learning flexibility, online learning, study management, technology, classroom learning and online interaction. The study also sought to find out the readiness of in-service teachers towards blended learning when related to gender and whether they have attended/conducted webinars/lectures/Faculty Development Programs online. Total respondents consisted of 313 teachers from India that were selected by simple random technique of sampling. Analysis for testing research hypotheses consisted of descriptive analysis, t-test and Pearson Correlation Coefficient (correlation matrix) using the IBM Statistical Package for Social Scientists (SPSS-26). The results indicated that there existed a correlation among six dimensions of blended learning while considering the readiness of in-service teachers towards blended learning. Also, the results indicated that both male and female teachers and teachers who have and have not attended /conducted webinars/ lectures/ Faculty Development Programs online have had no difference in their readiness towards blended learning.

scholarly journals Students’ Acceptance of Simulation Games in Management Courses: Evidence from Saudi Arabia

2020 ◽  
Vol 9 (4) ◽  
pp. 55
Author(s):  
Dalal Bamufleh ◽  
Reem Hussain ◽  
Eman Sheikh ◽  
Khlood Khodary
Keyword(s):  
Saudi Arabia ◽  
Positive Impact ◽  
Partial Least Square ◽  
Least Square ◽  
Simulation Games ◽  
Positive Effects ◽  
Use Of Technology ◽  
Proposed Model ◽  
Facilitating Conditions ◽  
Use Behavior

As a new trend in learning, simulation games play an active and essential role in the area of educational technology. Gaming makes a positive impact on the learning process. It has the capability to enhance creativity, problem-solving, communication, decision-making, and collaboration (Faizan et al., 2015). This paper is aimed at exploring the factors that affect students’ acceptance and use of simulation games in management courses. In this study, the unified theory of acceptance and use of technology (UTAUT) is utilized to investigate students’ intentions regarding using simulation games for learning. The proposed model and its hypotheses are tested by surveying 115 students at Yanbu University College in Saudi Arabia. Data are gathered and analyzed using smart partial least square. After analysis, the results prove that performance expectancy, effort expectancy, and social influence have positive effects on behavioral intentions (BI) and that facilitating conditions have a positive impact on use behavior (UB). In addition, a positive effect is found between BI and UB. The authors utilize the study findings to highlight some recommendations that could improve the implementation of simulation games. Finally, future studies are recommended to increase the sample size for more reliable results and conclusions.

scholarly journals IMPLEMENTING QUESTION-ANSWER RELATIONSHIPS (QAR) STRATEGY TO IMPROVE STUDENTS’ READING COMPREHENSION SKILL

2019 ◽  
Vol 13 (2) ◽  
pp. 88
Author(s):  
Fuad Abdul Baqi
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Quantitative Data ◽  
Positive Impact ◽  
Teaching Strategy ◽  
Learning Activity ◽  
Comprehension Skill ◽  
The Subject ◽  
Teaching Learning ◽  
High Level

<p>This action research was conducted to highlight how far the improvement of students’ reading comprehension skill after being treated by implementing QAR strategy and to find out the advantages when QAR is implemented in teaching reading comprehension. The research was organized at SMA Negeri 1 Rangkasbitung, Lebak - Banten. The subject of the research was the eleventh grade students, class IPS<sup>3</sup>. The design of it was an action research by covering three cycles, and every cycle consists of five meetings. Planning, acting, observing, and reflecting were implemented in every cycle to get a clear data. The research applied two sorts of data collecting: qualitative and quantitative data. Observation, recording, and interview were conducted to obtain qualitative data, while the quantitative data was gained through test. The research finding reflected that implementing Question-Answer Relationship (QAR) Strategy can help students in comprehending the text while answering the questions. The students were able to categorize the questions as well to avoid spending too much time while finding the answer. The implementation of QAR Strategy in teaching-learning process was getting better cycle to cycle, the students were energetic, active, enthusiastic, and felt much more confident to take a part in reading learning activity eventually. It showed that teacher’s teaching strategy had positive impact to students’ reading comprehension, and could arouse students’ motivation and participation as well to learn which greatly influenced their reading comprehension skill. It is helpful for teacher as a framework for directing questioning activities and comprehension instruction in pre-, while-, and post-reading. Implementing QAR in reading comprehension can ensure that it does not only focus on lower-level skills and question but in high level as well and it can motivate students to think critically and creatively.  Considering QAR is helpful and beneficial for both teacher and students, the institution may implement QAR for any grades and school subjects in order to make students familiar with higher-level question. Therefore, it will be no longer difficult to comprehend the text for students who have been treated by implementing QAR.</p>

scholarly journals Embracing Blended Learning Approach for Professional Growth of in-service School Teachers Post Pandemic of COVID-19

2020 ◽  
Author(s):  
Rabiya Saboowala ◽  
Pooja Manghirmalani-Mishra
Keyword(s):  
Blended Learning ◽  
Rural Areas ◽  
Urban Areas ◽  
Professional Growth ◽  
Learning Approach ◽  
School Teachers ◽  
Professional Development Training ◽  
Six Dimensions ◽  
Teaching Learning ◽  
The Impact

Abstract The impact of the pandemic has been felt through all sectors of the global society including the field of education. The pandemic is a strong indication of the fact that things will not be the same as they were before. Similarly, the educational institutes that were working regularly would also undergo a change in the methodologies that they will adopt post-pandemic. Many research scholars and educationalists believe that a blended learning approach will become a reality as a dominant pedagogy for the teaching-learning process. The current situation demands a proactive strategy where not only students but teachers are also considered as learners while talking about their professional growth through seminars, conferences and refresher courses. The present study lays emphasis on embracing the blended learning approach in professional development training courses for school teachers which will provide an opportunity to inculcate educational programs across disciplines in Indian as well as global communities. The study consists of 169 in-service school teachers from India. Simple random technique of sampling was use to collect data. The attitude of school teachers towards blended learning and its six dimensions viz. learning flexibility, online learning, study management, technology, classroom learning and online interaction was studied. Also, the effect of gender and location of educational institutes where they teach was considered. Analysis for the testing research hypothesis was done using the IBM Statistical Package for Social Scientists (SPSS-26). The results indicated that both male and female teachers have similar attitudes towards blended learning but their attitudes varied while considering the six dimensions. Also, it was found that school teachers teaching in urban areas had a more positive attitude towards blended learning and its dimensions as compared to those teaching in rural areas. Implementation of blended learning for professional growth of school teachers post pandemic will push the boundaries of learning by creating opportunities for collaboration of various educational societies throughout the globe, enhance constructivist learning and also help in following social norms set to fight against COVID-19.

scholarly journals Effects of Blended Learning on Motivating Secondary Students to Learn English Language: A Pilot Study

2021 ◽  
Vol 3 (2) ◽  
pp. 23-29
Author(s):  
Hamizatul Hamiza Zainon ◽  
Hamidah Yamat
Keyword(s):  
Pilot Study ◽  
Blended Learning ◽  
Secondary Students ◽  
English Language ◽  
Teaching Method ◽  
Positive Impact ◽  
Traditional Teaching ◽  
Use Of Technology ◽  
Before And After ◽  
Level Of Motivation

Blended learning is a combination of traditional teaching method and the use of technology to provide a more organized learning approach in which it gives students extra control over the time, situation and ways of learning. This study investigates the effects of blended learning on motivating secondary level of students to learn English language. A pilot study was conducted. The sample consists of sixty secondary levels of students in a particular school in Shah Alam district, Selangor, Malaysia. The pre and posttest were used to test students’ achievement and the survey adapted from Gardner’s Attitude/Motivation Test Battery was implied to determine students’ motivation level before and after the use of blended learning. The analysis through paired-sample t-test revealed that, there was improvement on the level of motivation of the students and there were significant differences on student’s achievement whereas they performed better after the use of blended learning. The use of blended learning has a positive impact in individual professional development and instead of measuring the effect of blended learning towards student’s achievement; attitude or motivation to learn a language, further studies should also measure the other impact of blended learning itself especially in education.

Conclusion and Discussion

2014 ◽  
pp. 289-315
Keyword(s):  
Learning Style ◽  
Intelligent System ◽  
Positive Impact ◽  
Practical Implication ◽  
Student Survey ◽  
Web Based ◽  
Teachers Professional Development ◽  
Teaching Learning ◽  
Learning Interest ◽  
Future Work

This chapter summarizes the findings from exam scores, student survey answers, and interview results, and concludes that the blended learning supported by Web-based intelligent system CSIEC has a positive impact on students' learning performances in English exams, as well as on their learning interest and motivation. Then the project's positive impact on teachers' professional development is analyzed. The project's cost-effectiveness ratio and the scholarly values and practical implication of this research are also discussed. The future work, including personalized and individualized learning based on every student's learning style, is suggested. Based on the empirical study of the integration of the intelligent Web-based English instruction into middle schools, some policy orientation for ICT application in education is also proposed at the end, including full use of ICT equipment and software in schools, teaching, learning, and assessing English step by step and paying special attention to the disadvantaged students in undeveloped areas.

Higher Education in the Post-COVID Era

2021 ◽  
pp. 126-142
Author(s):  
Priyanka Amrut Kokatnur ◽  
Srishti Agarwal ◽  
Aparna Sameer Dixit
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Communication Systems ◽  
Learning Approach ◽  
Higher Education System ◽  
Learning Practices ◽  
New Form ◽  
New Vision ◽  
Teaching Learning ◽  
The Impact

With the changing time, the innovative technologies and communication systems have given a new vision to the education sector. The growing number of young people has brought attention to the higher education system to build a new form of learning. The new perspectives towards education systems have brought a blend of virtual as well as traditional modes of learning, known as “blended learning.” The purpose of this chapter is to understand the impact of COVID-19 on teaching learning practices of higher education institutes (HEI) and to understand the influence of a blended learning approach on attitude and behavioral aspects of the learners and teaching professionals.

scholarly journals Readiness of In-service Teachers Toward a Blended Learning Approach as a Learning Pedagogy in the Post-COVID-19 Era

2021 ◽  
pp. 004723952110152
Author(s):  
Rabiya Saboowala ◽  
Pooja Manghirmalani Mishra
Keyword(s):  
Blended Learning ◽  
Learning Approach ◽  
Development Programs ◽  
Male And Female ◽  
Female Teachers ◽  
Entire World ◽  
Six Dimensions ◽  
Teaching Learning ◽  
The Impact ◽  
Best Fit

The impact of the coronavirus disease 2019 (COVID-19) pandemic has traumatized the entire world. COVID-19 has prompted experts to rethink the suitable pedagogies of teaching–learning that will prove to be sustainable with the global health crises going on. Blended learning is one of the models proposed by various educationalists and research scholars that appears to be a viable and best-fit solution for educational institutes for at least a period of a few months postpandemic. This study investigates the readiness of in-service teachers considering them as learners toward blended learning and its six dimensions. The results indicated that there existed a correlation among the six dimensions of blended learning while considering the readiness of in-service teachers toward blended learning. In addition, the results indicated that both male and female teachers and teachers who have and have not attended/conducted webinars/lectures/Faculty Development Programs online have had no difference in their readiness toward blended learning.

Sign in / Sign up

Export Citation Format

Share Document