Abstract
This study explores King Khalid University English as Foreign Language (EFL) students' views regarding the advantages and limitations of merging the features of face-to-face language instruction and online language learning via the Blackboard learning management system in a new pedagogical approach called Blended Learning. The study also examines students' suggestions for improving the quality of Blended Learning courses. The sample consists of 160 male students. The participants completed a 33-item questionnaire. The results indicate the clear advantages of this new experience in broadening students' reading opportunities and enriching their English vocabulary. Moreover, the component on advantages clearly demonstrates how Blended Learning provides an environment for more effective employment of indirect language learning strategies (Oxford, 1990) such as meta-cognitive strategies (arranging and planning learning), affective strategies (confidence enhancement), and social strategies (cooperating with others).The limitations and problems of Blended Learning highlighted by the respondents are followed by a number of practical suggestions for addressing these drawbacks, including solving technical problems, providing proper training to students, increasing the number of labs, and recognizing excellent performance of both instructors and students. Translating these suggestions into an action plan and a road map will enhance the effectiveness of using Blended Learning to create supportive learning opportunities for language learners.
Highlights
This study explores King Khalid University English as Foreign Language (EFL) students' views regarding the advantages and limitations of merging the features of face-to-face language instruction and online language learning via the Blackboard learning management system in a new pedagogical approach called Blended Learning
The component on advantages clearly demonstrates how Blended Learning provides an environment for more effective employment of indirect language learning strategies (Oxford, 1990) such as meta-cognitive strategies, affective strategies, and social strategies.The limitations and problems of Blended Learning highlighted by the respondents are followed by a number of practical suggestions for addressing these drawbacks, including solving technical problems, providing proper training to students, increasing the number of labs, and recognizing excellent performance of both instructors and students
To answer the first question of this study, the statistics present the results of the analysis of possible variance (ANOVA) in perceptions based on students' level (5th, 6th, 7th or8th), number of blended courses the participants in the study had taken before the time of data collection, the students' GPA and their computer and Internet literacy
Summary
Al-Mansour and Al-Shorman (2009) studied the effect of computer-assisted instruction on Saudi university students' learning of English, and their findings indicated that the integration of technology into a traditional face-to-face class hada positive effect on the experimental groups’ achievement.Alebaikan (2010) studied the perceptions of blended learning in Saudi universities and concluded that the advantage of this hybrid mode of learning was recognized by the Ministry of Saudi Higher Education as a solution to the challenge of providing a college education to arapidlygrowing student population She argued that blended learning has the potential to offer a successful learning experience in Saudi Arabia. Bielawaski and Metcalf (2003) defined blended learning as follows: “Blended learning focuses on optimizing achievement of learning objectives by applying the right learning technologies to match the right learning styles to transfer the right skills to the right person at the right time.” This definition is based on the following priciples: (Metcalf, 2003)
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