TEACHERS’ PERCEPTIONS TOWARD BLENDED TEACHING APPLIED IN EFL CLASSROOM

Hoang Yen Phuong, Chi Minh Huyen Huynh, Minh Hien Huynh

Abstract


Blended teaching has recently attracted a lot of attention from educators and researchers worldwide. In Vietnam, blended teaching has been applied at various universities in different forms. However, few studies have been conducted to explore EFL teachers’ perceptions of the use of blended teaching in Vietnam. The current study used a questionnaire to explore the perceptions of thirty EFL teachers from a large university in Vietnam. Findings reveal that EFL teachers gain various benefits and encounter different challenges when applying blended teaching in their classrooms.

 

Article visualizations:

Hit counter


Keywords


blended teaching, English as a foreign language, EFL teachers, perceptions

Full Text:

PDF

References


Abubakar, D. & Adetimirin. (2015). Influence of computer literacy on post-graduates’ use of e-resources in Nigerian University Libraries. Library Philosophy and Practice. From http://digitalcommons.unl.edu/libphilprac/. Retrieved 18 Aug 2015.

Adas, D., & Bakir, A. (2013). Writing difficulties and new solutions: Blended learning as an approach to improve writing abilities. International journal of humanities and social science, 3(9), 254-266.

Aji, M. P. P. (2017). English listening blended learning: The implementation of blended learning in teaching listening to university students. Kajian Linguistik dan Sastra, 2(1), 25-32.

AlJarrah, A., Thomas, M. K., & Shehab, M. (2018). Investigating temporal access in a flipped classroom: Procrastination persists. International Journal of Educational

Technology in Higher Education, 15(1), 1.

Altay, I. F., & Altay, A. (2019). A systematic review of studies on blended learning in EFL environment. International Journal of Curriculum and Instruction, 11(1), 125-140.

Banditvilai, C. (2016). Enhancing Students' Language Skills through Blended Learning. Electronic Journal of e-Learning, 14(3), 220-229.

Broadbent, J. (2017). Comparing online and blended learner's self-regulated learning strategies and academic performance. The Internet and Higher Education, 33,

–32.

Çakiroglu, Ü., & Öztürk, M. (2017). Flipped classroom with problem-based activities: Exploring self-regulated learning in a programming language course. Journal of

Educational Technology & Society, 20(1), 337.

Chandra, V., & Watters, J. J. (2012). Re-thinking physics teaching with web-based learning. Computers & Education, 58(1), 631-640.

Chuang, H. H., Weng, C. Y., & Chen, C. H. (2018). Which students benefit most from a flipped classroom approach to language learning? British Journal of Educational

Technology, 49(1), 56–68.

Cole, J., & Robertson, B. (2006). Using market segmentation to develop a large section, web-enhanced survey course. Innovate: Journal of Online Education, 2(4). Comprehensive Meta-Analysis (Version 2.2.064) [Computer software]. Englewood, HJ: Biostat]

Donnelly, R. (2010). Harmonizing technology with interaction in blended problem-based learning. Computers & Education, 54, 350–359.

Dotong, C. I., De Castro, E. L., Dolot, J. A., & Prenda, M. (2016). Barriers for educational technology integration in contemporary classroom environment. Asia Pacific Journal of Education, Arts and Sciences, 3(2), 13-20.

Ellis, R. A., Steed, A. F., & Applebee, A. C. (2006). Teacher conceptions of blended learning, blended teaching and associations with approaches to design. Australasian Journal of Educational Technology, 22(3).

Feist, M., Ciccarelli, M., McFerron, B. A., & Molleston, J. P. (2013). Methods and effects of a case-based pediatric gastroenterology online curriculum. Journal of Pediatric Gastroenterology and Nutrition, 56(2), 161-165.

Garrison, D. R., & Kanuka, H. (2004). Blended learning: uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95–105. doi:10.1016/j.iheduc.2004.02.001.

Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines: John Wiley & Sons.

Gilbert, J. A., & Flores-Zambada, R. (2011). Development and implementation of a “blended” teaching course environment. MERLOT Journal of Online Learning and Teaching, 7(2), 244-260.

Graham, C. R. (2006). Blended learning systems. CJ Bonk & CR Graham, The handbook of blended learning: Global perspectives, local designs. Pfeiffer.

Greer, L. B., Hudson, L., & Paugh, R. (1998). Student Support Services and Success Factors for Adult On-Line Learners.

Hegarty, N. (2011). Adult learners as graduate students: underlying motivation in completing graduate programs. The Journal of Continuing Higher Education, 59, 146–151. doi:10.1080/07377363.2011.614883

Jia, J., Chen, Y., Ding, Z., & Ruan, M. (2012). Effects of a vocabulary acquisition and assessment system on students’ performance in a blended learning class for English subject. Computers & Education, 58(1), 63-76.

Kavadella, A., Tsiklakis, K., Vougiouklakis, G., & Lionarakis, A. (2012). Evaluation of a blended learning course for teaching oral radiology to undergraduate dental students. European Journal of Dental Education, 16(1), e88-95.

Kırkgöz, Y. (2011). A Blended Learning Study on Implementing Video Recorded Speaking Tasks in Task-Based Classroom Instruction. Turkish Online Journal Of Educational Technology-TOJET, 10(4), 1-13.

Lameras, P., Levy, P., Paraskakis, I., & Webber, S. (2012). Blended university teaching using virtual learning environments: conceptions and approaches. Instructional Science, 40(1), 141-157.

Lei, J. (2010). Quantity versus quality: a new approach to examine the relationship between technology use and student outcomes. British Journal of Educational Technology, 41 (3), 455–472.

Lightner, C. A., & Lightner-Laws, C. A. (2016). A blended model: Simultaneously teaching a quantitative course traditionally, online, and remotely. Interactive Learning Environments, 24(1), 224–238.

Lorenzo, A. R. (2016). Effectiveness of the Computer and Internet Literacy Project in Public High Schools of Tarlac Province, Philippines. Turkish Online Journal of Educational Technology-TOJET, 15(2), 38-46.

Marsh S. (2017). More university students are using tech to cheat in exams. The Guardian. Available at https://www.theguardian.com/education/2017/apr/10/more-university-students-are-using-tech-to-in-exams. Accessed 24 March, 2022.

Masalela, R. K. (2009). Potential benefits and complexities of blended learning in higher education: The case of the University of Botswana. Turkish Online Journal of Distance Education (TOJDE), 10(1).

Maycock, K., Lambert, J., & Bane, D. (2018). Flipping learning not just content: A 4‐year action research study investigating the appropriate level of flipped learning.

Journal of Computer Assisted Learning, 34(6), 661–672.

Moore, M., & Kearsley, G. (2005). Distance education: A system view. Boston: Wadsworth.

Mostrous A, Kenber B. (2016). Universities face student cheating crisis. The times. Available at https://www.thetimes.co.uk/article/universities-face-student-cheating-crisis-9jt6ncd9vz7. Accessed 24 March, 2022.

Pereira, J. A., Pleguezuelos, E., Merí, A., Molina‐Ros, A., Molina‐Tomás, M. C., & Masdeu, C. (2007). Effectiveness of using blended learning strategies for teaching and learning human anatomy. Medical education, 41(2), 189-195.

Pérez-Peña R. (2012). Studies find more students cheating, with high achievers no exception. New York Times Available at http://www.nytimes.com/2012/09/08/education/studies-show-more-students-cheat-even-high-achievers.html. Accessed 24 March, 2022.

Porter, W. W., Graham, C. R., Spring, K. A., & Welch, K. R. (2014). Blended learning in higher education: Institutional adoption and implementation. Computers & Education, 75, 185-195.

Rahi, S. (2016a). Impact of Customer Perceived Value and Customers Perception of Public Relation on Customer Loyalty with Moderating Role of Brand Image. The Journal of Internet Banking and Commerce, 21(2);

Rahi, S. (2016b). Impact of Customer Value, Public Relations Perception and Brand Image on Customer Loyalty in Services Sector of Pakistan. Arabian J Bus Manag Review S2, 004.

Riffell, S., & Merrill, J. (2005). Do hybrid lecture formats influence laboratory performance in large, pre-professional biology courses? Journal of Natural Resources and Life Sciences Education, 34, 96-100.

Roseth, C., Akcaoglu, M., & Zellner, A. (2013). Blending synchronous face-to-face and computer-supported cooperative learning in a hybrid doctoral seminar. TechTrends, 57(3), 54-59.

Rowley, J. (2014). Designing and using research questionnaires. Management Research Review, 37(3), 308-330.

Rovai, A. P. (2003). In search of higher persistence rates in distance education online programs. Computers & Education, 6(1), 1–16.

Sadeghi, R., Sedaghat, M. M., & Ahmadi, F. S. (2014). Comparison of the effect of lecture and blended teaching methods on students’ learning and satisfaction. Journal of Advances in Medical Education & Professionalism, 2(4), 146.

Salyers, V. L. (2007). Teaching psychomotor skills to beginning nursing students using a Web-enhanced approach: A quasi-experimental study. International Journal of Nursing Education Scholarship (IJNES), 4(1), Article11.

Selim, H. M. (2007). Critical success factors for e-learning acceptance: Confirmatory factor models. Computers & Education, 49(2), 396–413.

Spanjers, I. A., Könings, K. D., Leppink, J., Verstegen, D. M., de Jong, N., Czabanowska, K., & Van Merriënboer, J. J. (2015). The promised land of blended learning: quizzes as a moderator. Educational Research Review. doi:10.1016/j.edurev.2015.05.001.

Sriarunrasmee, J., Techataweewan, W., & Mebusaya, R. P. (2015). Blended learning supporting self-directed learning and communication skills of Srinakharinwirot University's first year students. Procedia-Social and Behavioral Sciences, 197, 1564-1569.

Sucaromana, U. (2013). The effects of blended learning on the intrinsic motivation of Thai EFL students. English Language Teaching, 6 (5), 141-147. Doi: 10.5539/elt.v6n5p141.

Szymańska, A., & Kaczmarek, A. W. (2011). Reading efficiency in blended learning context. Teaching English with technology, 11(2), 29-42.

Tomaro, Q. P. V. (2018). ICT integration in the educational system of Philippines. Journal of Governance and Public Policy, 5(3), 259-282.

Tshabalala, M., Ndeya-Ndereya, C., & van der Merwe, T. (2014). Implementing Blended Learning at a Developing University: Obstacles in the Way. Electronic Journal of E-learning, 12(1), 101-110.

Vergel de Dios, B. (2016). Building and sustaining national ICT/education agencies: Lessons from the Philippines. Available at https://elibrary.worldbank.org/doi/abs/10.1596/26262. Accessed 24 March, 2022.

Wlodkowski, R. J. (1985). Enhancing adult motivation to learn. San Francisco: Jossey-Bass.

Woltering, V., Herrler, A., Spitzer, K., & Spreckelsen, C. (2009). Blended learning positively affects students’ satisfaction and the role of the tutor in the problem-based learning process: results of a mixed-method evaluation. Advances in Health Science Education, 14, 725–738.

Yang, Y.-F. (2012). Blended learning for college students with English reading difficulties. Computer Assisted Language Learning, 25(5), 393-410.

Yapici, İ. Ü., & Akbayin, H. (2012). The effect of blended learning model on high school students’ biology achievement and on their attitudes towards the internet. TOJET: The Turkish Online Journal of Educational Technology, 11(2), 228-237.

Zacharis, N. Z. (2015). A multivariate approach to predicting student outcomes in web-enabled blended learning courses. The Internet and Higher Education, 27, 44–53.

Zikmund, W. G., D'Alessandro, S., Winzar, H., Lowe, B., & Babin, B. (2014). Marketing research. Sydney: Cengage Learning.




DOI: http://dx.doi.org/10.46827/ejoe.v7i2.4477

Refbacks

  • There are currently no refbacks.


Copyright © 2016-2023. European Journal of Open Education and E-learning Studies (ISSN 2501-9120) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).