The effects of blended learning on students’ achievement in a foundation english course: A study on foundation english students at TISHK University in Erbil, Iraq
Keywords:
Blended learning, traditional instruction, asynchronous video lesson, Google Form quiz.
Abstract
Blended learning offers numerous opportunities for learners and teachers with the advancements in web technologies in education. This study explored the effects of blended learning on students’ achievement in Foundation English course. To this aim, 30 freshman students who were studying at TISHK International University in Erbil, Iraq were split into two groups via stratified random sampling with an intervention lasting 12 weeks in 2021-2022 Academic Year. Control group students received a traditional instruction, while experimental group were exposed to a blended learning instruction model. The data were collected through two exams on English competency, a questionnaire and an interview in this mixed methods design study. Subsequently, SPSS 27. and MAXQDA were employed to analyze the data accordingly. The findings indicated that experimental group students who took part in blended learning activities outperformed with 0.001 p-value, while the progress was not significant in control group students who took traditional instruction. Likewise, interview and questionnaire analysis unearthed that asynchronous video lessons and Google Form quizzes enhanced their English proficiency tremendously, increased their self-confidence and improved their motivation. The findings of this study may have some implications for educators who consider the implementation of blended learning in their institutions.
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References
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Abdulrahman, A.S., & Kara, S. (2022). Mentor-Mentee Relationship: Fifteen Career Saving Suggestions. International Journal of Social Sciences & Educational Studies, 9(3).
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Altun, S. A., & Bulut, M. (2021). The Roles and Responsibilities of School Administrators during the Emergency Remote Teaching Process in Covid-19 Pandemic. Research in Educational Administration and Leadership, 6(4), 870-901.
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Azizan, F. Z. (2010). Blended learning in higher education institution in Malaysia. In Proceedings of regional conference on knowledge integration in ICT (Vol. 10, pp. 454-466).
Barrow, L., Markman, L., & Rouse, C. E. (2009). Technology's edge: The educational benefits of computer-aided instruction. American Economic Journal: Economic Policy, 1(1), 52-74.
Bazelais, P., & Doleck, T. (2018). Blended learning and traditional learning: A comparative study of college mechanics courses. Education and Information Technologies, 23(6), 2889-2900.
Celik, B. (2021). Prospective Foreign Language Teacher Candidates' Views on the Use of Communication Technologies in Foreign Language Education and Their Self-Efficacy Beliefs: Case of Erbil, Iraq. International Journal of Social Sciences & Educational Studies, 8(1), 59-72.
Chen, C. C., & Jones, K. T. (2007). Blended learning vs. traditional classroom settings: Assessing effectiveness and student perceptions in an MBA accounting course. Journal of educators online, 4(1), n1.
Dakhi, O., Irfan, D., Jama, J., Ambiyar, A., Simatupang, W., Sukardi, S., & Zagoto, M. M. (2022). Blended Learning and Its Implications for Learning Outcomes Computer and Basic Networks For Vocational High School Students In The Era Of COVID-19 Pandemic. International Journal of Health Sciences, 6.
Daskan, A., & Yildiz, Y. (2020). Blended Learning: A Potential Approach to Promote Learning Outcomes. International Journal of Social Sciences & Educational Studies, 7(4), 103-108.
Driscoll, M. (2002). Blended learning: Let’s get beyond the hype. E-learning, 1(4), 1-4.
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), pp. 95-105
Gultekin, M., Umran, A. L. A. N., Kaya, O. M. E., Yildirim, A., Gunden, T. S., & Tuba, O. G. U. Z. (2022). 0-6–60-∞ Hand in Hand: Reflections from an Intergenerational Interaction Study. Journal of Qualitative Research in Education, 31.
Hosseinpour, N., Biria, R., & Rezvani, E. (2019). Promoting academic writing proficiency of Iranian EFL learners through blended learning. Turkish Online Journal of Distance Education, 20(4), 99-116.
Ipek, O. F., & Mutlu, H. (2022). English Outside the Classroom in the Age of Technology: A Concurrent Triangulation Mixed Method Study. International Online Journal of Education and Teaching, 9(1), 104-122.
Jerry, M., & Yunus, M. M. (2021). Blended learning in rural primary ESL classroom: Do or don’t. International Journal of Learning, Teaching and Educational Research, 20(2), 152-173.
Kara, S., & Yildiz, Y. (2022). From a commodity to addiction: Are mobile phones valuable commodities or sources of addiction for freshman students? Amazonia Investiga, 11(56), 196-209.
Kasraie, N., & Alahmad, A. (2014). Investigating the reasons institutions of higher education in the USA and Canada utilize blended learning. Mevlana International Journal of Education, 4(1), 67-81.
Kumrow, D. E. (2007). Evidence-based strategies of graduate students to achieve success in a hybrid web-based course. Journal of Nursing Education, 46(3), 140–145.
López-Pérez, M. V., Pérez-López, M. C., & Rodríguez-Ariza, L. (2011). Blended learning in higher education: Students’ perceptions and their relation to outcomes. Computers & education, 56(3), 818-826.
Miyazoe, T., & Anderson, T. (2010). Learning outcomes and students' perceptions of online writing: Simultaneous implementation of a forum, blog, and wiki in an EFL blended learning setting. System, 38(2), 185-199.
Moskal, P., Dziuban, C., & Hartman, J. (2013). Blended learning: A dangerous idea? The Internet and Higher Education, 18, 15-23.
Mouzakis, C. (2008). Teachers’ perceptions of the effectiveness of a blended learning approach for ICT teacher training. Journal of Technology and Teacher Education, 16(4), 461-482.
Mustary, M. (2019). Ways to improve the quality of blended education. Asia Pacific Journal of Contemporary Education and Communication Technology, 5(2), 257-262.
Nicholson, P. (2007). A history of e-learning. In Computers and education (pp. 1-11). Dordrecht: Springer.
Nuri, H. S. M. (2021). Blended learning to improve university students’ language skills in the Iraqi context. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(2), 246-255.
Okaz, A. A. (2015). Integrating blended learning in higher education. Procedia-Social and Behavioral Sciences, 186, 600-603.
Oluyinka, S., & Endozo, A. N. (2019). Barriers to e-learning in developing countries: A comparative study. Journal of theoretical and applied Information Technology, 97(9), 2606-2618.
Owston, R. O. N. (2018). Empowering learners through blended learning. International Journal on E-Learning, 17(1), 65-83.
Owston, R., York, D. N., & Malhotra, T. (2019). Blended learning in large enrolment courses: Student perceptions across four different instructional models. Australasian Journal of Educational Technology, 35(5), 29-45.
Pettit, J. M., & Grace, D. J. (1970). The Stanford instructional television network. IEEE spectrum, 7(5), 73-80.
Rafiola, R., Setyosari, P., Radjah, C., & Ramli, M. (2020). The effect of learning motivation, self-efficacy, and blended learning on students’ achievement in the industrial revolution 4.0. International Journal of Emerging Technologies in Learning (iJET), 15(8), 71-82.
Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers & Education, 144, 103701.
Rodrigues, H., Almeida, F., Figueiredo, V., & Lopes, S. L. (2019). Tracking e-learning through published papers: A systematic review. Computers & Education, 136, 87-98.
Rowe, J. A. (2019). Synchronous and asynchronous learning: How online supplemental instruction influences academic performance and predicts persistence (Doctoral dissertation), Capella University.
Schuelka, M. J., Johnstone, C. J., Thomas, G., & Artiles, A. J. (Eds.). (2019). The SAGE handbook of inclusion and diversity in education. SAGE.
Seage, S. J., & Turegun, M. (2020). The Effects of Blended Learning on STEM Achievement of Elementary School Students. International Journal of Research in Education and Science, 6(1), 133-140.
Sharoff, L. (2019). Creative and innovative online teaching strategies: Facilitation for active participation. Journal of Educators Online, 16(2), n2.
Sosnich, Y., Torop, K., Dehtiarenko, Kobylchenko V., T., Kolyshkin, O., Kosenko, Y., & Omelchenko, I. (2022). Psychological and pedagogical principles of the organization of distance learning of primary school-aged children with cognitive development disorder. Revista Eduweb, 16(2), 208–222. https://revistaeduweb.org/index.php/eduweb/article/view/444
Tandoh, K., Flis, N., & Blankson, J. (2014). Blended learning: History, implementation, benefits, and challenges in higher education. In Practical applications and experiences in K-20 blended learning environments (pp. 18-27). IGI Global.
Thurab-Nkhosi, D. (2018). Implementing a blended/online learning policy on a face-to-face campus: Perspectives of administrators and implications for change. Journal of Learning for Development, 5(2), 133-147.
Uz, R., & Uzun, A. (2018). The influence of blended learning environment on self-regulated and self-directed learning skills of learners. European Journal of Educational Research, 7(4), 877-886. doi: 10.12973/eu-jer.7.4.877
Vallée, A., Blacher, J., Cariou, A., & Sorbets, E. (2020). Blended learning compared to traditional learning in medical education: systematic review and meta-analysis. Journal of medical Internet research, 22(8), e16504.
Vereshchahina, T., Liashchenko, O., & Babiy, S. (2018). English Language Teachers’ Perceptions of Hybrid Learning at University Level. Advanced Education, 5(10), 88–97. https://doi.org/10.20535/2410-8286.148368
Vernadakis, N., Giannousi, M., Derri, V., Michalopoulos, M., & Kioumourtzoglou, E. (2012). The impact of blended and traditional instruction in students’ performance. Procedia Technology, 1, 439-443.
Webometrics (2022), “Ranking Web of Universities” [Accessed on January 14, 2022] https://www.webometrics.info/en/current_edition
Wichadee, S. (2017). A development of the blended learning model using Edmodo for maximizing students’ oral proficiency and motivation. International Journal of Emerging Technologies in Learning (Online), 12(2), 137.
Wright, B. M. (2017). Blended learning: Student perception of face-to-face and online EFL lessons. Indonesian journal of applied linguistics, 7(1), 64-71.
Yildiz, Y. (2016). The role of extracurricular activities in the academic achievement of English as foreign language (EFL) students In Iraqi universities (A case of Ishik University preparatory school). (Unpublished PhD Thesis). Tbilisi: International Black Sea University.
Yildiz, Y. (2017). Components of commitment to the teaching profession. International Journal of Social Sciences & Educational Studies, 4(2), 115-122.
Yildiz, Y. (2021). Teaching English as a foreign language to 4th grade students by using technology. Canadian Journal of Language and Literature Studies, 1(2), 38-54.
Yildiz, Y. (2022). Technological Problems That Teachers Encountered in Online Education during Covid-19 Process: Stirling Schools Sample. International Journal of Social Sciences & Educational Studies, 9(1), 255-268.
Abdulrahman, A.S., & Kara, S. (2022). Mentor-Mentee Relationship: Fifteen Career Saving Suggestions. International Journal of Social Sciences & Educational Studies, 9(3).
Altun, M. (2015). The integration of technology into foreign language teaching. International Journal on New Trends in Education and Their Implications, 6(1), 29-34.
Altun, S. A., & Bulut, M. (2021). The Roles and Responsibilities of School Administrators during the Emergency Remote Teaching Process in Covid-19 Pandemic. Research in Educational Administration and Leadership, 6(4), 870-901.
Ashraf, M. A., Tsegay, S. M., & Meijia, Y. (2021). Blended learning for diverse classrooms: Qualitative experimental study with in-service teachers. Sage Open, 11(3), 21582440211030623.
Azizan, F. Z. (2010). Blended learning in higher education institution in Malaysia. In Proceedings of regional conference on knowledge integration in ICT (Vol. 10, pp. 454-466).
Barrow, L., Markman, L., & Rouse, C. E. (2009). Technology's edge: The educational benefits of computer-aided instruction. American Economic Journal: Economic Policy, 1(1), 52-74.
Bazelais, P., & Doleck, T. (2018). Blended learning and traditional learning: A comparative study of college mechanics courses. Education and Information Technologies, 23(6), 2889-2900.
Celik, B. (2021). Prospective Foreign Language Teacher Candidates' Views on the Use of Communication Technologies in Foreign Language Education and Their Self-Efficacy Beliefs: Case of Erbil, Iraq. International Journal of Social Sciences & Educational Studies, 8(1), 59-72.
Chen, C. C., & Jones, K. T. (2007). Blended learning vs. traditional classroom settings: Assessing effectiveness and student perceptions in an MBA accounting course. Journal of educators online, 4(1), n1.
Dakhi, O., Irfan, D., Jama, J., Ambiyar, A., Simatupang, W., Sukardi, S., & Zagoto, M. M. (2022). Blended Learning and Its Implications for Learning Outcomes Computer and Basic Networks For Vocational High School Students In The Era Of COVID-19 Pandemic. International Journal of Health Sciences, 6.
Daskan, A., & Yildiz, Y. (2020). Blended Learning: A Potential Approach to Promote Learning Outcomes. International Journal of Social Sciences & Educational Studies, 7(4), 103-108.
Driscoll, M. (2002). Blended learning: Let’s get beyond the hype. E-learning, 1(4), 1-4.
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), pp. 95-105
Gultekin, M., Umran, A. L. A. N., Kaya, O. M. E., Yildirim, A., Gunden, T. S., & Tuba, O. G. U. Z. (2022). 0-6–60-∞ Hand in Hand: Reflections from an Intergenerational Interaction Study. Journal of Qualitative Research in Education, 31.
Hosseinpour, N., Biria, R., & Rezvani, E. (2019). Promoting academic writing proficiency of Iranian EFL learners through blended learning. Turkish Online Journal of Distance Education, 20(4), 99-116.
Ipek, O. F., & Mutlu, H. (2022). English Outside the Classroom in the Age of Technology: A Concurrent Triangulation Mixed Method Study. International Online Journal of Education and Teaching, 9(1), 104-122.
Jerry, M., & Yunus, M. M. (2021). Blended learning in rural primary ESL classroom: Do or don’t. International Journal of Learning, Teaching and Educational Research, 20(2), 152-173.
Kara, S., & Yildiz, Y. (2022). From a commodity to addiction: Are mobile phones valuable commodities or sources of addiction for freshman students? Amazonia Investiga, 11(56), 196-209.
Kasraie, N., & Alahmad, A. (2014). Investigating the reasons institutions of higher education in the USA and Canada utilize blended learning. Mevlana International Journal of Education, 4(1), 67-81.
Kumrow, D. E. (2007). Evidence-based strategies of graduate students to achieve success in a hybrid web-based course. Journal of Nursing Education, 46(3), 140–145.
López-Pérez, M. V., Pérez-López, M. C., & Rodríguez-Ariza, L. (2011). Blended learning in higher education: Students’ perceptions and their relation to outcomes. Computers & education, 56(3), 818-826.
Miyazoe, T., & Anderson, T. (2010). Learning outcomes and students' perceptions of online writing: Simultaneous implementation of a forum, blog, and wiki in an EFL blended learning setting. System, 38(2), 185-199.
Moskal, P., Dziuban, C., & Hartman, J. (2013). Blended learning: A dangerous idea? The Internet and Higher Education, 18, 15-23.
Mouzakis, C. (2008). Teachers’ perceptions of the effectiveness of a blended learning approach for ICT teacher training. Journal of Technology and Teacher Education, 16(4), 461-482.
Mustary, M. (2019). Ways to improve the quality of blended education. Asia Pacific Journal of Contemporary Education and Communication Technology, 5(2), 257-262.
Nicholson, P. (2007). A history of e-learning. In Computers and education (pp. 1-11). Dordrecht: Springer.
Nuri, H. S. M. (2021). Blended learning to improve university students’ language skills in the Iraqi context. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(2), 246-255.
Okaz, A. A. (2015). Integrating blended learning in higher education. Procedia-Social and Behavioral Sciences, 186, 600-603.
Oluyinka, S., & Endozo, A. N. (2019). Barriers to e-learning in developing countries: A comparative study. Journal of theoretical and applied Information Technology, 97(9), 2606-2618.
Owston, R. O. N. (2018). Empowering learners through blended learning. International Journal on E-Learning, 17(1), 65-83.
Owston, R., York, D. N., & Malhotra, T. (2019). Blended learning in large enrolment courses: Student perceptions across four different instructional models. Australasian Journal of Educational Technology, 35(5), 29-45.
Pettit, J. M., & Grace, D. J. (1970). The Stanford instructional television network. IEEE spectrum, 7(5), 73-80.
Rafiola, R., Setyosari, P., Radjah, C., & Ramli, M. (2020). The effect of learning motivation, self-efficacy, and blended learning on students’ achievement in the industrial revolution 4.0. International Journal of Emerging Technologies in Learning (iJET), 15(8), 71-82.
Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers & Education, 144, 103701.
Rodrigues, H., Almeida, F., Figueiredo, V., & Lopes, S. L. (2019). Tracking e-learning through published papers: A systematic review. Computers & Education, 136, 87-98.
Rowe, J. A. (2019). Synchronous and asynchronous learning: How online supplemental instruction influences academic performance and predicts persistence (Doctoral dissertation), Capella University.
Schuelka, M. J., Johnstone, C. J., Thomas, G., & Artiles, A. J. (Eds.). (2019). The SAGE handbook of inclusion and diversity in education. SAGE.
Seage, S. J., & Turegun, M. (2020). The Effects of Blended Learning on STEM Achievement of Elementary School Students. International Journal of Research in Education and Science, 6(1), 133-140.
Sharoff, L. (2019). Creative and innovative online teaching strategies: Facilitation for active participation. Journal of Educators Online, 16(2), n2.
Sosnich, Y., Torop, K., Dehtiarenko, Kobylchenko V., T., Kolyshkin, O., Kosenko, Y., & Omelchenko, I. (2022). Psychological and pedagogical principles of the organization of distance learning of primary school-aged children with cognitive development disorder. Revista Eduweb, 16(2), 208–222. https://revistaeduweb.org/index.php/eduweb/article/view/444
Tandoh, K., Flis, N., & Blankson, J. (2014). Blended learning: History, implementation, benefits, and challenges in higher education. In Practical applications and experiences in K-20 blended learning environments (pp. 18-27). IGI Global.
Thurab-Nkhosi, D. (2018). Implementing a blended/online learning policy on a face-to-face campus: Perspectives of administrators and implications for change. Journal of Learning for Development, 5(2), 133-147.
Uz, R., & Uzun, A. (2018). The influence of blended learning environment on self-regulated and self-directed learning skills of learners. European Journal of Educational Research, 7(4), 877-886. doi: 10.12973/eu-jer.7.4.877
Vallée, A., Blacher, J., Cariou, A., & Sorbets, E. (2020). Blended learning compared to traditional learning in medical education: systematic review and meta-analysis. Journal of medical Internet research, 22(8), e16504.
Vereshchahina, T., Liashchenko, O., & Babiy, S. (2018). English Language Teachers’ Perceptions of Hybrid Learning at University Level. Advanced Education, 5(10), 88–97. https://doi.org/10.20535/2410-8286.148368
Vernadakis, N., Giannousi, M., Derri, V., Michalopoulos, M., & Kioumourtzoglou, E. (2012). The impact of blended and traditional instruction in students’ performance. Procedia Technology, 1, 439-443.
Webometrics (2022), “Ranking Web of Universities” [Accessed on January 14, 2022] https://www.webometrics.info/en/current_edition
Wichadee, S. (2017). A development of the blended learning model using Edmodo for maximizing students’ oral proficiency and motivation. International Journal of Emerging Technologies in Learning (Online), 12(2), 137.
Wright, B. M. (2017). Blended learning: Student perception of face-to-face and online EFL lessons. Indonesian journal of applied linguistics, 7(1), 64-71.
Yildiz, Y. (2016). The role of extracurricular activities in the academic achievement of English as foreign language (EFL) students In Iraqi universities (A case of Ishik University preparatory school). (Unpublished PhD Thesis). Tbilisi: International Black Sea University.
Yildiz, Y. (2017). Components of commitment to the teaching profession. International Journal of Social Sciences & Educational Studies, 4(2), 115-122.
Yildiz, Y. (2021). Teaching English as a foreign language to 4th grade students by using technology. Canadian Journal of Language and Literature Studies, 1(2), 38-54.
Yildiz, Y. (2022). Technological Problems That Teachers Encountered in Online Education during Covid-19 Process: Stirling Schools Sample. International Journal of Social Sciences & Educational Studies, 9(1), 255-268.
Published
2022-12-15
How to Cite
Abdullsttar Sadiq, D. (2022). The effects of blended learning on students’ achievement in a foundation english course: A study on foundation english students at TISHK University in Erbil, Iraq. Amazonia Investiga, 11(59), 21-34. https://doi.org/10.34069/AI/2022.59.11.2
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