An Exploratory Study of Learners’ Perceptions About the Effectiveness of Active Learning Approaches

Abstract

This study reports on the results of a mixed-methods study conducted at Sultan Qaboos University, Oman, which aimed at exploring students’ overall perspectives and their perceptions of the benefits and challenges involved in active learning approaches, namely flipped instruction, problem-based learning, Socratic questioning and critical thinking, and reflective writing, employed in an English language and skills course. Results revealed that overall students valued the active learning strategies adopted in the course. More specifically, developing learners’ language, academic, and 21st century skills (analysis, critical thinking and evaluation, problem solving, and synthesis), fostering learners’ autonomy and metacognitive skills, and enhancing learners’ motivation and engagement in the learning process were considered the main benefits of these active learning strategies. The study also indicated that novelty of active learning strategies to learners, the heavy workload, learners’ inadequate academic skills, poor collaboration and communication skills in team-based tasks, and limited linguistic and technological abilities constituted the major challenges associated with these strategies. The study contributes to the English as a Foreign Language (EFL) knowledge base and has implications for the teaching and learning of EFL in the context of Oman and similar educational settings.