General Course Research Articles

The impact of co-design-based formative assessment practices on preservice science teachers’ understanding of chemical concepts in a general chemistry laboratory course

Recently, scholars have suggested a co-design collaboration with instructors and students to effectively implement formative assessment (FA) practices because it ensures a high-quality design that considers users’ needs, values, and goals in a specific learning context. This study examines the effect of co-designed FA practices, in which preservice science teachers (PSTs) are co-designers of FA practices, on promoting their conceptual understanding of chemistry topics in a first-year undergraduate chemistry laboratory course. Sixteen randomly selected PSTs participated in the study for two consecutive semesters. At the end of the first semester, a co-design of the FA practices was developed collaboratively with the PSTs upon the approach of conjecture mapping. Then, the second semester was devoted to examining the impact of the co-design-based FA environment on overcoming the PSTs’ alternative conceptions regarding selected four chemistry laboratory topics: thermochemistry, chemical kinetics, chemical equilibrium, acids and bases. This study employed a conversion mixed research design. To evaluate the co-design-based FA practices, PSTs’ alternative conceptions were identified through pre- and post-laboratory concept maps. The results obtained from both qualitative and quantitative data analyses showed that implementing the co-designed FA practices had a significant impact on overcoming most of the alternative conceptions held by the PSTs in all topics of laboratory investigations. This study strongly implies the inclusion of undergraduate students as active co-participants of the iterative reasoning process of the FA design to promote their understanding of chemical concepts in laboratory courses.

Implementing an interactive online platform in a large undergraduate general chemistry course and its impact on student learning and perceptions

The rise of technology and online approaches has challenged the traditional learning and teaching model for first year chemistry of formal face-to-face lectures and in-person laboratory sessions. The COVID-19 pandemic since 2020 has created a rapidly changing environment in assessment and learning experiences for students and led to rapid adoption of online technology within chemistry courses. This study, during 2019–2021, examined the implementation of an active learning platform in a large undergraduate chemistry course. This study was informed by constructivist theories of learning and of relevance was the 5E framework, with learning phases of engage, explore, explain, elaborate, and evaluate. A combination of post-survey data and coursework data were analysed. Post-survey results indicated that students positively perceived that the interactive online platform helped them to learn. User statistics data for learning and self-assessment activities affirmed that students gave priority to the self-paced interactive online approach, in preference to conventional social learning activities. Modernization of delivery of the curriculum to replace unstructured independent private study with structured learning and revision activities was of greatest benefit to student learning for lower performing students that were typically mature age students, with significant differences observed for online quiz and final exam results for this cohort of students. Overall, student learning was supported with the introduction of digital technologies in the course. The findings revealed that the self-paced learning activities for chemistry, delivered with an interactive online platform, combined with conventional learning activities can be effective in creating a culture of learning in students and maintaining academic outcomes.

Construction and Application of Complex Student-Centered Teaching and Learning Method in a University General Chemistry Course

In this study, we constructed and applied a complex student-centered teaching and learning method (CSCTL) that can be used in a university general chemistry course, and analyzed students' satisfaction and perceptions of it. Specifically, we aimed to construct a CSCTL that enables students to actively understand chemical concepts and phenomena, recognize the importance of quantitative thinking, take an active stance to acquire concepts and knowledge, and cultivate attitudes such as thinking for themselves, expressing their opinions, listening to their peers' opinions, and persuading their peers. Based on the theoretical considerations, we designed and applied a CSCTL, including ConcepTests, quantitative problem-solving, and peer discussion to general chemistry classes, and conducted two surveys to analyze students' satisfaction and perception. The results were analyzed in combination with the students' opinions on essay questions in a course evaluation. The results showed that, first, the CSCTL induced students' learning motivation, increased their concentration and understanding of the learning content, led to longer retention of scientific knowledge, and increased their satisfaction with learning efficiency comparing with the conventional lecture-centered teaching method. Second, the CSCTL provided students with opportunities to construct knowledge and to think logically, stimulating them to think more deeply, consider conflicting viewpoints, and continuously consider their chemistry knowledge. Third, the CSCTL provided opportunities for interactive communication, allowing members to communicate with each other and share knowledge. Fourth, despite the above positive results, we found that the students felt academic pressure in the class. The results of this study are significant in that we are suggesting the CSCTL that can be applied to a university general chemistry course, which is part of a general education in university.

Improving the Performance of the General Course Scheduling System at UPN Veteran Jawa Timur through the Application of the IWCFPSO Algorithm

Algorithm selection is the main key in producing a system, especially an artificial intelligence-based system, for example, a course scheduling system that involves many constraints in producing an optimal schedule. This research develops a scheduling system using the ICWFPSO algorithm which is a development from previous research, namely the development of a scheduling system using the MIPSO algorithm. The use of inertia weight in the MIPSO algorithm which is used as a scheduling algorithm in previous research can be optimized by using a combination of inertia weight and constriction factor. Scheduling system development is carried out using the waterfall method with research steps namely problem and needs analysis, data collection and literature study, system design, system implementation, and ends with testing the performance of the algorithms that are applied to the scheduling system that is built. Based on the tests carried out, it can be concluded that the ICWFPSO algorithm provides 2 times better performance compared to the MIPSO algorithm in terms of optimal schedule generation time. Meanwhile, tests carried out on CPU and RAM usage showed that there was no significant impact on these two parameters through the implementation of MIPSO and ICWFPSO in the course scheduling system created.
 
 Keywords: best scheduling, ICWFPSO, number of iterations

A Case Study of Experience-Based Liberal Arts Curriculum Converging Music Listening and Philosophical Thinking

For current college students and later generations, it was natural to communicate through digital network-based smart media from childhood. Furthermore, amid the COVID-19 era, they became more familiar with the non-face-to-face communication culture in their daily lives. In the future, when they act as the main contributors of society, the advanced AI technology will replace human work more than it has already. Thus, this future social environment makes us recognize the crisis of human dominance, competitiveness, and the loss of our humanity. It is no wonder then that there is a growing voice among educators to emphasize teaching students to strengthen their creativity, communication, and collaboration skills, and to enhance their human emotional intelligence. The purpose of this paper is to present a course example of how to cultivate feeling, intuition, insight, and thinking for ordinary college students in the university with the aim of fostering learners' humanity, emotions, and creativity. In other words, this study introduces examples of designing, operating, and improving a new convergent general elective college course that combines the experience of art appreciation through music listening and the conceptual learning of ideas in the fields of art and philosophy as a class model for holistic education. After operating the first semester in face-to-face lectures, the teaching method was revised to combine face-to-face and non-face-to-face lectures, otherwise known as “Blended Learning”. After running the second semester of a revised curriculum, analysis of this study was conducted to derive educational meaning and values out of the two courses by identifying and comparing the class reactivity, quality, and artistic characteristics of each semester. It is believed that some educational utility and teaching implications obtained in the process of improving and operating these subject designs will prove useful as a reference for course model design and experience-oriented evaluation of some experience-based art elective subjects.

大学韩语课程思政的跨学科拓展路径探究

As a general foreign language course of College Korean language course, due to the curriculum, student characteristics, teaching methods and other reasons, the ‘Ke-Cheng Si-Zheng’ has not been well integrated into the teaching of College Korean language course, and in the research related to the ‘Ke-Cheng Si-Zheng’, the research related to the College Korean language course is in the embarrassing situation of being marginalized. Analyzing the current situation of ‘Ke-Cheng Si-Zheng’ in the College Korean language course, there are problems such as the lack of awareness of the ‘Ke-Cheng Si-Zheng’, a single and shallow angle of the content of the ‘Ke- Cheng Si-Zheng’, and a single teaching method of the ‘Ke-Cheng Si-Zheng’. This paper will break the limitations of the discipline itself, integrate the knowledge of different disciplines organically, and explore the path and direction of the interdisciplinary expansion of the contents of the ‘Ke-Cheng Si-Zheng’ with the goal of cultivating compound talents with interdisciplinary vision and ability based on the College Korean language course.

Impact Of The Germane Load On Students’ Behavioral Intention On Online Courses During Covid-19: Mediating Role Of Instructional Design And Moderating Role Of E-Learning Personalization

The study is carried out to examine the impact of the germane load on the Students’ Behavioral Intention of students studying in the public universities of China. Meanwhile, the study has also examined the mediating role of instructional design and moderating role of e-learning personalization. The study has used the SEM-PLS is to examine the relationship between and among the variable. The current study has investigated the relationship between germane load and instructional design, future behavioral intentions and instructional design, and future behavioral intentions with the germane load. The survey was conducted among the university students of China who participated in online learning programs during the COVID-19 pandemic. Moreover, the mediation influence of germane load on the relationship of future behavioral intentions and instructional design has been studied. It was found that all the relationships were positively correlated. The mediation influence of instructional design was found between the relationship of future behavioral intentions and instructional design. The study has examined the instructional design as a mediator. The analysis of an instructional design focusing on setting course plans results in improved germane load, which improves the process of learning, and future behavioral intentions among students are increased. It is important to note that usage intention and germane load are benefited through an effective instructional design. Therefore, the association between usage intention and germane load is important to be examined for analyzing a good understanding of the content among students and their plan for continuing e-learning in the future. In literature, studies have worked on instructional design, which results in improved learning and intention to continue e-learning and among students. However, there is a need to explore instructional design that focuses on general course planning to improve behavioral intention in the future based on the previous learning experience. The study is among the pioneers on the issues related to e-learning mechanisms in eastern Malaysia.

TASK – BASED LEARNING: DESIGN AND IMPLEMENTATION IN TEACHING ENGLISH FOR VARIOUS SCIENTIFIC DISCIPLINE STUDENTS IN A LARGE CLASS

It is a Classroom Action Research with the aim to describe the implementation of Task-Based Learning for students of various scientific disciplines in large class to improve students’ English ability. This research subjects were first semester students at Widya Dharma University Klaten in the general course (MKU) of English in group F with a total number of students are 103. The technique of collecting the data were test, observation, interview, and documentation. This research conducted in two cycles with a posttest in every cycle. The results found that there were the improvement of students’ English skills based on the mean scores of post-test in cycles 1 and 2 in Informatics Engineering class A was from 72 to 75, class B was from 76 to 79, Informatics Management was from 73 to 80, Geography Education was from 60 to 77, Civic Education was from 65 to 77, Physiotherapy was from 70 to 76, and Agricultural Product Technology had same score was 78. From the observation, activities in Task - Based learning trained students’ cooperative attitude, improved their interest, and enriched English vocabularies on their own scientific disciplines. This research can be as a reference for teachers in large class to create innovative activities to achieve learning goals; as source of information and reference material for further research to be further developed in other materials to improve the quality of learning.

HISTORY OF JEWS IN UKRAINE IN THE TWENTIETH CENTURY AS A SUBJECT OF TEACHING AT A UNIVERSITY: METHODICAL DEVELOPMENT OF SPECIAL COURSES

One of the methodological paradigms in teaching the history of Ukraine as a Ukrainian political nation is a multiethnic approach, in this connection the urgent task is to develop university courses, the purpose of which should be the disclosure of mutual intersections and the specifics of the historical development of individual ethnic groups or national minorities as components of Ukrainian society. The proposed projects of general and local history courses «Jews in Ukraine in the Twentieth Century: People, Events, and Places in the Context of Transformation of Social Landscape» and «The Jewish Population of Odesa in the Twentieth Century: People and Events in the Space of a Large City» correspond to this task. In the development of the content of the courses, the approaches of oral history, local history as well as spatial approache were used. Chronologically courses embrace the twentieth century, namely as the «short» twentieth century, as the period from 1914 to 1991, which began with deep changes in the situation of the Jewish population in Ukraine during the First World War and revolutions, and ended in the late 1980s and early 1990s, due to a significant decrease in the number of Jews in Ukraine and the city of Odesa in next decade according to comparative data of censuses. The information on the content of the courses is inserted into their annotations, which discribe the features of their methodology, structure and content. The content of the developed courses include 8 topics each. It should be noted that that, among other things, the courses deal with the relations between Jews and non-Jews in Ukraine, the facts of mutual aid and rescue during the Holocaust, the joint efforts of the political Ukrainian and Jewish opposition in the USSR on certain issues, etc. In the development of the courses, special attention was paid to the work of students with literature and sources, mainly oral, Internet resources, in connection with which special tasks for independent work were developed. The proposed methodological materials for the two special courses, on the one hand, reveal various aspects of the history of the Jewish population of Ukraine in the twentieth century, allow to consider the specifics of the historical experience of Jews in Odesa. On the other hand, their content is determined by a common for them spatial approach to the presentation of events, while "space" is understood as both the concept of a geographical nature and the broader concept of the historical environment. The materials of these courses have been partially applied and can be used in the future in the development of work programs (syllabuses) of university courses, including courses of a local history. The presented programs are the author's view of the problem and offer to start a discussion, in particular, on the use of a spatial or other modern approach and the use the potential of oral sources in the development of the content of university courses on the history of the Jewish population or the history of other ethnic groups in Ukraine.

Improving Performance of Education Students in Mathematics in the Modern World by Relay Teaching Method

In the Philippines, Mathematics in the Modern World is offered to tertiary level students as one of the general education courses in almost programs. This course comprises various mathematics disciplines that aims to expose undergraduate students to various domains of knowledge and ways of comprehending social and natural realities, developing intellectual competencies and civic capacities. Through collaborative teaching, particularly on having more than one instructor in a class could offer a blending of expertise, complementary personalities, and a balanced approach to grading. Thus, relay teaching method was used. The relay teaching method in this study refers to taking turns in succession in teaching students the different lessons on Data Management as a selected topic in Mathematics in the Modern World. This study utilized the pretest-posttest research design with no control group, with three groups of education students were subjected to the relay teaching method. The performances of the students during the pretest and posttest were measured using a valid and reliable multiple-choice type of test. The mean, t-test, and ANCOVA were used to analyze the data. To summarize the feedback of students, it employed qualitative data analysis. The findings of the study revealed that there is an improvement in the level of performance of the students on data management with the implementation of the relay teaching method. The performance of the students before and after exposure to relay teaching was significantly different. The BTLEd students have significantly better performance than the BPEd students. The relay teaching method significantly helped improve the performance of the BTLEd students as compared to the BPEd students. The use of relay teaching could be more effective with enrichment activities such as coaching and sharing of lecture notes, social networking, and the use of social media and the internet.

Concentration and Excavation of Course Ideology and Politics in Computer General Education Course in Colleges and Universities

With the rapid development of computer technology, computer general education course in colleges and universities has gradually become an important course. However, the problems and challenges brought by technological progress also present a complex and diverse appearance. In this context, the course ideology and politics in the college computer general education program have become more and more important. In this paper, we will discuss how to condense and excavate the course ideology and politics in the computer general studies course in colleges and universities, aiming to provide some suggestions and ideas for college and university teachers, to better guide students to adapt to the development and requirements of the modern society.

Factors Affecting the E-learning Experience of the College Students in a General Education Course

E-learning has emerged as the primary response for the continuity of education during the COVID-19 pandemic. This mode of learning relies on digital devices and emphasizes accessibility to the internet, the primary conduit for information. This research explores the impact of college students’ gender, year level, scholarship status, monthly family income, and monthly internet expenditure on their e-learning experience in a general education course. Employing a descriptive methodology and quantitative research design, data was collected using a survey questionnaire based on the Demand-Driven Learning Model (DDLM) and a 4-point Likert scale, validated with Cronbach’s Alpha. The sample size of 251 respondents was determined using Cochran’s formula and selected through stratified random sampling. Results revealed significant differences in students’ e-learning experiences based on gender (content, delivery, service, and outcome), year level (content, delivery, and outcome), scholarship status (service), and monthly internet expenditure (service). No significant difference was found in terms of monthly family income. The study recommends applying the collected data to enhance factors influencing the quality of students’ e-learning experiences, encompassing content, delivery, service, and outcome. These findings contribute additional evidence, information, arguments, and perspectives. The paper’s structure, design, and methodology can serve as a model for other e-learning courses offered at the university. Keywords: education; pandemic; Demand-Driven Learning Model (DDLM); Likert scale; Philippines

How traditional undergraduate college students define and perceive wellness: A qualitative phenomenological study

Objective To understand college students’ perceptions and understanding of wellness. Participants A convenience sample of 20 undergraduate students (age 20.6 ± 2.2 years) at a private liberal arts university in Southern California who recently completed a general education health and wellness course. Method Five focus group sessions were conducted to explore perceptions of wellness among undergraduate college students. Data was analyzed, themed, and coded. Results A thematic analysis of the descriptions of wellness revealed 2 higher-ordered themes as whole-person and wellbeing, and 3 lower-ordered themes of balance, interconnectedness, and personalized in relation to participants’ understanding of wellness. Conclusions The importance of balance between wellness dimensions and the acknowledgment of the interconnectedness of wellness dimensions are related to quality of life and life satisfaction. A deeper insight is needed to better understand the perceptions of wellness in this population to provide more effective interventions. This can be achieved through the development of enhanced pedagogy, which may improve student health.

HOW GERONTOLOGY PROGRAMS ARE MEETING CHALLENGES IN HIGHER EDUCATION

Abstract Population aging means that gerontology education is increasingly relevant for all students, yet trends in higher education create existential challenges for many gerontology programs, who may not attract robust number of applicants or majors. In this symposium, educators from five different gerontology programs will share their programs’ particular challenges as well as a wide variety of strategies they have used to meet these challenges. The first presentation will show how recent losses at Ithaca College, including the Aging Studies major and independent department status, also come with opportunities for collaboration with health science and public health programs. The second presentation will describe the University of North Carolina at Wilmington’s approach of combining undergraduate and graduate programs to attract and retain students after being placed on a “low-productivity list” in the not-too-distant past. The third presentation will share how a new Occupational Endorsement Certificate at the University of Alaska Anchorage took the place of the deactivated gerontology minor. Colleagues from the University of Massachusetts Boston will describe their efforts to enhance diversity and grow program enrollment across undergraduate and graduate programs. Finally, the fifth presentation will describe how increased demand for general education courses as well as funding dependent on undergraduate major enrollment created challenges at the University of South Florida. This is a Directors of Aging Centers Interest Group Sponsored Symposium.

CHALLENGES TO UNDERGRADUATE AND GRADUATE PROGRAMS AT THE UNIVERSITY OF SOUTH FLORIDA

Abstract The University of South Florida has more than 50,000 students. The School of Aging Studies first offered an MA in Gerontology in 1967. We currently offer many undergraduate General Education courses, two undergraduate majors, online graduate certificate and master’s programs, and a PhD in Aging Studies. Accountability and addressing university metrics and priorities have become an increasing requirement at USF and elsewhere. We have had great success in our General Education courses, consistently reaching over 5,000 students per year and producing high Student Credit Hour (SCH) numbers, an important metric. Recently, our programs experienced challenges with increased class sizes resulting from higher demand for our general education courses. In several cases, the number of course sections offered and the number of seats in each had doubled. Meeting these demands placed a strain on faculty, instructors, and graduate student assistants. We also face challenges as our university funding formula increasingly focuses on undergraduate major enrollment, and therefore we are focusing on innovative methods to recruit more students at the undergraduate, master’s, and PhD level. In this presentation, we will describe some of the strategies that have maximized our successes, and efforts to address challenges in sustaining larger numbers of degree seeking students in our programs. We will include data on SCH, grant funding, publications, citations, and program graduates per year which help us monitor our successes and areas needing improvement.

IN THEIR OWN WORDS – HOW STUDENT RESPONSES TO OPEN-ENDED QUESTIONS CAN IMPROVE GERONTOLOGY EDUCATION

Abstract In gerontology education, we know that there are many benefits to assigning students open-ended questions. They allow students to think more critically and can lead to a better understanding of course concepts. Student responses can also help us identify gerontology topics that are not well understood or need reinforcement, as well as topics that can generate interesting in-class discussions. Examining students’ answers can help us fill the gaps in current gerontology education and improve our teaching practices. In this lecture, I will share how I have used content analysis to examine students’ responses from several assignments, and how I have modified lectures and assignments in response. In addition, I will share how I have added some of these assignments to our general education gerontology courses to help students challenge ageist beliefs and acquire an appreciation for gerontology.

ТРУДОВА ПОЛІТИКА НАЦИСТСЬКОЇ АДМІНІСТРАЦІЇ “ДИСТРИКТУ ГАЛИЧИНА”

The article examines the process of creating the occupying administration on the territory of “District Galicia”, and the structure, powers, and main directions of activity of departments dealing with the issues of mobilization and labor use of local labor resources are highlighted. The role of Nazi officials in campaigns to recruit and transport people to forced labor in the Reich was clarified. The position of the local Nazi leadership periodically did not follow the general political course in the occupied territories due to the career aspirations of certain government officials. It is important to assess the peculiarities of the formation and implementation of personnel policy in the occupation authorities, as the success of the implementation of state policy as a whole depends on human resources. Due to the insufficient number of German employees, the rate of recruitment was low. This led to the need to involve the local population in administrative work, which should have solved the problem according to the Nazi authorities. However, the increase in the number of Ukrainians and Poles in labor departments has exacerbated interethnic conflicts, which directly affected the effectiveness of these authorities, the main criteria of which were indicators of implementation of recruitment and mobilization plans. In addition, the attitude of the local population towards the activities of the occupying authorities has deteriorated due to their repressive and punitive policies. A few months after the establishment of the civil administration, the rate of registration of the working population of the District in workbenches has decreased significantly. These and other factors influenced the spread of protest tendencies among Galician Ukrainians regarding the refusal to go to work in Germany. Particular attention is paid to the assessment of the activities of Fritz Saukel's office and the measures taken by him to accelerate the recruitment of local people with a view to their further deportation to Germany. To improve interdepartmental coordination, a special unit was set up within the Reich Ministry of Labor, the European Employment Service (Europaamt für den Arbeitseinsatz). Structurally, it was divided into five departments, which aimed to help improve the regulation of labor used in all occupied areas of Europe and engaged in management training.

The good and bad of an online asynchronous general education course: Students’ perceptions

The pandemic resulted in many courses being shifted to online delivery, but some courses are designed as online courses from their conception. Courses intentionally designed for online delivery should be well-received by students, but it is not clear which aspects of courses students find particularly appealing and unappealing. We examined students’ perceptions of one such online asynchronous course in psychology in order to better understand students’ preferences in terms of specific course elements. Students were asked to identify what they particularly liked and disliked about the course in two open-ended questions. Responses were then coded to quantify the frequency of each aspect of the course. An inductive and latent approach to coding was used, with codes being used to develop themes based on the underlying meaning of the text. Overall, students identified few negative aspects about the course. They particularly enjoyed the specific psychology content, format, and structure of the course, that it related to their real lives, and the flexibility provided by the asynchronous nature. The hope is that this information can be used to improve this particular course as well as inform instructor decision-making related to the design of online asynchronous courses in general.

THE DEVELOPMENT OF READING PROCEDURAL TEXT LOCAL CULTURE-BASED MATERIAL AT MTS LABOR JAMBI

This study aims to develop speaking for general purposes teaching materials based on an inquiry-based learning approach in Jambi University English education study program. This inquiry-learning approach-based teaching material was developed to improve students' speaking skills based on the inquiry process. This research is also a form of implementing learning with a project based learning (PJBL) program for listening and speaking courses for general purposes. The subjects of this development research are students of the first semester of the English education study program for the 2020/2021 academic year. They took the Speaking for general purpose course which is offered in the first semester. This research uses a Research and Development approach. The approach used in this research uses three stages, namely the exploration stage which includes analyzing the needs for teaching materials, the prototype model development stage which includes designing the model and testing the model and the validation stage which includes expert validation. (Sukmadinata (2008). The data collected at the exportation stage is speaking for general purpose based on inquiry. The material made is a prototype speaking for general purpose based on inquiry-based learning. In developing the material, researchers use YouTube online as a teaching and learning medium. Developing activities and learning and their assessments as one of the manifestations of student-centered learning (student based learning). Researchers develop a class management system and monitor and evaluate learning. Researchers also reflect on the learning process associated with the results of case methods and project based learning with innovative development of solving a case, increasing student participation in analyzing cases and finding solutions collaboratively. In the case method model, the lecturer provides a description of a situation that requires the actors in the situation to take l certain decisions to solve a problem. Based on the information presented in the case, students choose alternative problem solving that is considered the most appropriate based on an understanding of the problem, analysis and comparison of available alternative solutions.

Effectiveness of Blended Learning Programs/Models in English Instruction in Saudi Universities: A Systematic Review of Literature

This systematic review of literature examines the effectiveness of blended learning programs in the instruction of the English language in Saudi universities. The aim of this review is to critically analyse current studies on the efficacy of BL programs in teaching English language courses in Saudi universities. The review draws attention to impact of blended learning models on English education in Saudi universities and offers insight on how to enhance the use of these models in English language instruction at the tertiary level. Seven research databases were searched, generating 132 studies. Studies published before 2010, not written in English, non-peer reviewed, non-journal, not evidence-based, without abstracts, non-BL focused, and not focused on English learning or university education were excluded, leaving 56 full articles which were then coded based on the data type they presented. The coding model employed was inductively formulated based on a preliminary review of the articles selected together with the most frequent groupings and hence no specific theoretical model guided the process. For each respective coding group, the number of articles that showed BL models were more effective in teaching English courses in Saudi universities was added to the number of articles that showed the approach led to better English language outcomes. The total number of the articles whose findings did not precisely indicate the effectiveness of BL was also obtained. Results show a significant proportion of the studies suggested BL programs positively affected English language learning in Saudi universities. This is evidenced by significant improvements in language skills and the general course learning outcomes.