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

Ilknur Istifci

doi:10.5539/jel.v6n1p113

Abstract

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.

Highlights

Internet technologies have inevitably become part of professional, academic, individual and commercial life
Their preferences differed when they were asked about participating in discussions. 57% of the students preferred participating in face-to-face discussions (n=92), 34% preferred a combination of face-to-face and online discussions (n=57) and only 15 preferred participating in online discussions (9%)
Considering the findings of this study, a blended language learning design that combines the advantages of online learning and face-to-face learning appears to be admirably suitable for AUSFL

Summary

Introduction

Internet technologies have inevitably become part of professional, academic, individual and commercial life. The use of Internet technologies in education has spread in recent years. Through the emergence of Internet technologies, face-to-face education has been supported with online learning and traditional methods have been transferred to online platforms since using online technologies in foreign/second language learning affects learning positively, enabling students to encounter authentic visual and interactive materials and to listen to native speakers. Students can interact with their peers and teachers as well as other language learners throughout the world. Their learning becomes more permanent and entertaining, and they become more autonomous, having control over their learning process. Supporting student-centered learning, these environments help teachers to evaluate their students instantly and to give feedback (Aydin, 2014)

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Conclusion