Abstract
Although blended learning (BL) has been utilized in English language teaching globally for the past few decades, it is a new phenomenon in the Vietnamese context. Little research has been done to simultaneously investigate how students and lecturers perceive blended learning implementation for English as a foreign language (EFL) teaching and learning in Vietnam, particularly within the higher education context. This study thus aims to investigate lecturers’ and students’ perspectives on BL implementation in an English Fundamentals course at a polytechnic in Hanoi, Vietnam. Data was collected via an online survey of 1500 non-English majors in the Fall 2019 semester and via interviews with 5 full-time EFL lecturers. The findings revealed that lecturers and students had positive perceptions of BL. For lecturers, the implementation of BL impacted their teaching approach and shifted the teaching of grammar and vocabulary from face-to-face to self-studying grammar and vocabulary using online lessons, devoting more in-class time to practicing speaking. Students meanwhile revealed that BL helped them develop self-autonomy of learning.
Highlights
blended learning (BL) has been considered as an effective approach to make use of students’ lack of exposure to the English language both inside and outside English classes (Hoang, 2015)
(4) BL had a positive impact on lecturers' delivery
BL caused some negative impacts on lecturers
Summary
BL has been considered as an effective approach to make use of students’ lack of exposure to the English language both inside and outside English classes (Hoang, 2015). BL targets to improve instruction, foster “active, creative and independent learning” of students (Vietnamese Government 2012). The lecture slides were rather simple with the content transferred from textbooks to slides. These slides were later uploaded into the Learning Management System (LMS). This platform supported all forms of content, including learning materials, videos, audios, quizzes/tests and so on. Students with their own accounts could access online lessons and download learning materials as well as participate in online forums to study online lessons and complete all required exercises/activities before class by themselves. Most of them failed to complete their tasks due to the lack of motivation, student engagement and interaction between instructors and students, leading to the temporary halt of BL at the institution in 2015
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