Abstract
The aim of this study was to investigate English Language Teaching (ELT) students’ perceptions about blended learning on the improvement of language skills. The study also found out the students’ opinions about the advantages and the limitations of blended learning, and gathered the suggestions for the improvement of the blended learning experience. Quantitative research methodology was used in the study. The data was collected through blended learning perceptions questionnaire. The sample consisted of 101 Turkish ELT students selected by random stratified sampling. The results showed that students mostly had positive attitudes towards blended courses and they found these courses advantageous and beneficial for improving language skills. They reported that blended learning improved their vocabulary and listening at most. The use of multimedia was thought to be one of the greatest advantages of the blended learning. The connection problem was found out to be the biggest limitation faced by the students. Finally, the participants suggested more technical support to be provided during blended courses.
Highlights
The increasing use of advanced technology has affected the various aspects of people’s daily lives
Under the light of the current literature, this study aims to investigate the perceptions of the Turkish English Language Teaching (ELT) students at a private foundation university about the advantages and disadvantages of blended learning in improving language skills, and to explore the perceived limitations and suggestions
The statistics present the results of t-tests and the analysis of possible variance (ANOVA) in attitudes based on year of study, students’ computer literacy and gender
Summary
The increasing use of advanced technology has affected the various aspects of people’s daily lives. The cooperation of advanced technologies and education started in the 1980s with the early examples of distance education in the format of audio and video teleconferences which were transformed into internet based “virtual” classes (Moore & Kearsley, 2012). This new style in the education provided equal educational opportunities for people living in different areas, in other words it globalized the education (Heinich, Molenda, Russell & Smaldino, 2002). The study of Marino (2000) revealed that some students found it difficult to get used to the structure of online courses and they had trouble in managing their time, and maintaining self-motivation
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