The impact of blended learning on undergraduate english language learners: a case study at Ha'il University, Saudi Arabia
Resumo
In current times, blended learning has emerged as one of the most noteworthy trends in the educational sector. Blended learning approach is a group of various learning approaches and elements that may be integrated to assist learners in fulfilling their instructional goals more efficaciously than learning in traditional learning environments and combines the best aspects of online and instructor-led learning and is delivered in a ‘small-group’ or ‘one- on-one’ format. The present study was designed to explore, how blended learning may be utilized in an effective manner for developing the English language expertise of undergrad students at the University of Ha’il, Saudi Arabia. Blended learning by incorporating adaptive learning platforms that tailor content based on individual student achievements. The outcomes report that the blended learning approach can be exploited for enhancing the environment of English learning for motivating the students toward the learning English language. The study at Ha'il University concluded that the integration of technology provides access to diverse digital resources, such as online lectures and interactive simulations, enhancing the overall educational experience. Thus, the teaching English at the undergraduate level through a mixed learning approach will be sufficient to support all facets of learning and teaching.
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Referências
Alnoori, B. S. M., & Obaid, S.A. (2017). The Effectiveness of 50-50 Blended Learning Method on Teaching Reading Skills in ESL Classroom. International Journal of Language Academy, 5(8), pp. 288-303.
Al-Seghayer, K. (2021). Characteristics of Saudi EFL learners' learning styles. English Language Teaching, 14(7), 82-94.
Amare, A., Daniel, D., Derebssa, D., & Wanna, L. (2006). Ethiopia Pilot Study of Teacher Professional Development. Quality in education, teaching, and learning: perceptions and Practices. Institute of Educational Research: Addis Ababa University. https://pdf.usaid.gov/pdf_docs/pdacw338.pdf
Anderson, S. E. (2002). Improving Schools through Teacher Development: Case Studies of the Aga Khan Foundation Projects in East Africa. London: Routledge. https://doi.org/10.1201/9780203751213
Blazar, D., & Pollard, C. (2023). Challenges and Tradeoffs of “Good” Teaching: The Pursuit of Multiple Educational Outcomes. Journal of Teacher Education, 74(3), 229-244. https://doi.org/10.1177/00224871231155830
Brown, A. F. (1993). People about people: What the administrative environment does for professional development. In L.K. Hayon, H.C. Vonk & R. Fessler (eds.), Teacher Professional Development: A multiple perspective approach Amsterdam: Swets & Zeitlinger B.V., pp.59-73.
Chan, C. T., & Koh, Y. Y. (2008). Different Degrees of blending benefit students differently: A Pilot Study. Proceedings of the EDU-COM 2008 International Conference, 19-21 November 2008. Retrieved from http://ro.ecu.edu.au/ceducom/7
Dziuban, C. D., Hartman, J. L., & Moskal, P. D. (2004). Blended learning. Educause Research Bulletin, 7, 2-12.
Gamage, S.H.P.W., Ayres, J.R., & Behrend, M.B. (2022). A systematic review on trends in using Moodle for teaching and learning. IJ STEM Ed., 9, 9 https://doi.org/10.1186/s40594-021-00323-x
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The internet and higher education, 7(2), 95-105.
Greenhow, C., Robelia, B., & Hughes, J. E. (2009). Learning, teaching, and scholarship in a digital age: Web 2.0 and classroom research: What path should we take now? Educational researcher, 38(4), 246-259.
Graham, C. R. (2006). Blended learning systems. The handbook of blended learning: Global perspectives, local designs, 1, 3-21.
Graham, S. (2019). Changing How Writing Is Taught. Review of Research in Education, 43(1), 277-303. https://doi.org/10.3102/0091732X18821125
Hartman, J., Dziuban, C., & Moskal, P. (2007). Strategic initiatives in the online environment. Opportunities and challenges, 15(3), 157-168.
Hinkelman, D. (2013). Blending technologies in extensive reading: Moodle Reader in a Japanese university EFL program. In Extensive reading world congress proceedings (pp. 91-100).
Hofmann, J. (2006). Why blended learning hasn’t (yet) fulfilled its promises: Answers to those questions that keep you up at night. In C.J. Bonk & C.R. Graham (Eds.). Handbook of Blended Learning: Global Perspectives, Local Designs (pp. 27-40). San Francisco, CA: Pfeiffer.
Hoy, C., Bayne-Jardine, C. C., & Wood, M. (2000). Improving Quality in Education. United Kingdom: Falmer Press.
Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary issues in technology and teacher education, 9(1), 60-70.
Kavanagh, S. S., Feiman-Nemser, S., Hammerness, K., Matsko, K. K., & Wallace, J. (2022). Stepping in or Stepping On: Mentor Teachers’ Preferences for Mentoring Inside and Outside of Interactive Teaching. Journal of Teacher Education, 74(3). https://doi.org/10.1177/00224871221142843
Krieg, J. M., Goldhaber, D., & Theobald, R. (2019). Teacher Candidate Apprenticeships: Assessing the Who and Where of Student Teaching. Journal of Teacher Education, 71(2). https://doi.org/10.1177/0022487119858983
Lillian, W., Mutsotso, S., & Wasike, D. (2023). Teachers’ Perceptions of Blended Learning and the Acquisition of Language Skills in National and Extra-County Schools in Western Region, Kenya. International Journal of Research and Scientific Innovation, X. 314-322. https://doi.org/10.51244/IJRSI.2023.10929
Li, M., & Yu, Z. (2022). A systematic review on the metaverse-based blended English learning. Front Psychol, 13, 1087508. https://doi.org/10.3389/fpsyg.2022.1087508
Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers college record, 115(3), 1-47.
McCarthy, M. A., & Murphy, E. A. (2010). Blended learning: Beyond initial uses to helping to solve real-world academic problems. Journal of College Education & Learning, 7(6), 67-70.
Melnyk, A. (2023). Formal, non-formal and informal content domain of blended learning for prospective english university teachers. Education. Innovation. Practice, 11. 71-79. https://doi.org/10.31110/2616-650X-vol11i7-010
Millimouno, T.M., Delamou, A., Kourouma, K., Kolié, J.M., Béavogui, A.H., Roegiers, S., Garcia, M., Tsunami, C.K., Van Bastelaere, S., Van Damme, W., & Delvaux, T. (2021). Outcomes of blended learning for capacity strengthening of health professionals in Guinea. BMC Med Educ, 21(1), 406. Doi: 10.1186/s12909-021-02847-w
Ng, Y.M., & Yip, C.W. A (2019). 3-step teaching approach for a blended learning of 'understanding and avoiding unintentional plagiarism'. Nurse Educ Pract, 41, 102643. Doi: 10.1016/j.nepr.2019.102643
Nong, W., Ye, J.H, Chen, P., & Lee, Y.S. (2023). A study on the blended learning effects on students majoring in preschool education in the post-pandemic era: An example of a research-method course in a Chinese university. Front Psychol, 13, 962707. Doi: 10.3389/fpsyg.2022.962707
Nuzhat, A., Salem, R. O., Al-Hamdan, N., & Ashour, N. (2013). Gender differences in learning styles and academic performance of medical students in Saudi Arabia. Medical Teacher, 35, 78-82. Doi: 10.3109/0142159X.2013.765545
Rovai, A. P., & Jordan, H. M. (2004). Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses. International Review of Research in Open and Distributed Learning, 5(2), 1-13.
Sands, P. (2002). Inside Outside, Upside Downside, Strategies for Connecting Online and Face-to-Face Instruction in Hybrid Courses. Teaching with Technology Today, 8(6). Retrieved April 9th, 2009, from http://www.uwsa.edu/ttt/articles/sands2.htm
Smith, G. G., & Kurthen, H. (2007). Front-stage and back-stage in hybrid e-learning face-to- face courses. International Journal on E-Learning, 6(3), 455-474.
Somers, J., & Sikorova, E. (2002). The effectiveness of one in-service education of teachers’ course for influencing teachers' practice. Journal of In-service Education, 28(1), 95-114.
Sukirman, S., Masduki, Y., Suyono, S., Hidayati, D., Kistoro, H. C. A., & Ru’iya, S. (2022). Effectiveness of blended learning in the new normal era. International Journal of Evaluation and Research in Education, 11(2), 628-638.
Teeter, T. (1997). Teaching on the internet. Meeting the challenge of electronic earning. ERIC.
Thy, N., & Nhân, N. (2022). Students’ Perceptions on Blended Learning Application in Enhancing English Oral Competence at Ton Duc Thang University. Science magazine, 19(10). https://vjol.info.vn/index.php/sphcm/article/view/75937
Villegas-Reimers, E. (2003). Teacher Professional Development: An International Review of Literature. Paris: UNESCO.
Warschauer, M. (2004). Technology and social inclusion: Rethinking the digital divide. MIT Press.
Whitelock, D., & Jefts, A. (2003). Editorial. Journal of Educational Media special issue on blended learning. Journal of Educational Media, 28(1-2), 99-100. http://dx.doi.org/10.1080/1358165032000177407
Whittaker, C. (2014). Blended learning in EFL: Adopting a principled approach to integrating technology. Using technology in foreign language teaching, 8-24.
Xueshan, Z. (2023). Blended Learning Approach in English Teaching: Effectiveness and Challenges. In International Conference on Web-Based Learning (pp. 412-417). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-031-33023-0_39
Zhao, H., Seibert, S. E., & Hills, G. E. (2005). The mediating role of self-efficacy in the development of entrepreneurial intentions. Journal of applied psychology, 90(6), 1265.
Xiangze, Z., & Abdullah, Z. (2023). Station Rotation with Gamification Approach to Increase Students’ Engagement in Learning English. Arab World English Journal (AWEJ), Special Issue on CALL, 9. http://dx.doi.org/10.2139/ssrn.4534571
Zhang, Y. (2023). Enhancing Oral Production in Integrated English Blended Teaching through a Production-Oriented Approach: An Action Research Study. International Journal of Emerging Technologies in Learning (iJET), 18, 61-71. https://doi.org/10.3991/ijet.v18i19.42477
Zheng, L., & Lee, K. (2023). Examining the Effects of “Small Private Online Course and Flipped-Classroom”-Based Blended Teaching Strategy on First-Year English-Major Students’ Achievements. Sustainability, 15, 15349. https://doi.org/10.3390/su152115349
Al-Seghayer, K. (2021). Characteristics of Saudi EFL learners' learning styles. English Language Teaching, 14(7), 82-94.
Amare, A., Daniel, D., Derebssa, D., & Wanna, L. (2006). Ethiopia Pilot Study of Teacher Professional Development. Quality in education, teaching, and learning: perceptions and Practices. Institute of Educational Research: Addis Ababa University. https://pdf.usaid.gov/pdf_docs/pdacw338.pdf
Anderson, S. E. (2002). Improving Schools through Teacher Development: Case Studies of the Aga Khan Foundation Projects in East Africa. London: Routledge. https://doi.org/10.1201/9780203751213
Blazar, D., & Pollard, C. (2023). Challenges and Tradeoffs of “Good” Teaching: The Pursuit of Multiple Educational Outcomes. Journal of Teacher Education, 74(3), 229-244. https://doi.org/10.1177/00224871231155830
Brown, A. F. (1993). People about people: What the administrative environment does for professional development. In L.K. Hayon, H.C. Vonk & R. Fessler (eds.), Teacher Professional Development: A multiple perspective approach Amsterdam: Swets & Zeitlinger B.V., pp.59-73.
Chan, C. T., & Koh, Y. Y. (2008). Different Degrees of blending benefit students differently: A Pilot Study. Proceedings of the EDU-COM 2008 International Conference, 19-21 November 2008. Retrieved from http://ro.ecu.edu.au/ceducom/7
Dziuban, C. D., Hartman, J. L., & Moskal, P. D. (2004). Blended learning. Educause Research Bulletin, 7, 2-12.
Gamage, S.H.P.W., Ayres, J.R., & Behrend, M.B. (2022). A systematic review on trends in using Moodle for teaching and learning. IJ STEM Ed., 9, 9 https://doi.org/10.1186/s40594-021-00323-x
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The internet and higher education, 7(2), 95-105.
Greenhow, C., Robelia, B., & Hughes, J. E. (2009). Learning, teaching, and scholarship in a digital age: Web 2.0 and classroom research: What path should we take now? Educational researcher, 38(4), 246-259.
Graham, C. R. (2006). Blended learning systems. The handbook of blended learning: Global perspectives, local designs, 1, 3-21.
Graham, S. (2019). Changing How Writing Is Taught. Review of Research in Education, 43(1), 277-303. https://doi.org/10.3102/0091732X18821125
Hartman, J., Dziuban, C., & Moskal, P. (2007). Strategic initiatives in the online environment. Opportunities and challenges, 15(3), 157-168.
Hinkelman, D. (2013). Blending technologies in extensive reading: Moodle Reader in a Japanese university EFL program. In Extensive reading world congress proceedings (pp. 91-100).
Hofmann, J. (2006). Why blended learning hasn’t (yet) fulfilled its promises: Answers to those questions that keep you up at night. In C.J. Bonk & C.R. Graham (Eds.). Handbook of Blended Learning: Global Perspectives, Local Designs (pp. 27-40). San Francisco, CA: Pfeiffer.
Hoy, C., Bayne-Jardine, C. C., & Wood, M. (2000). Improving Quality in Education. United Kingdom: Falmer Press.
Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary issues in technology and teacher education, 9(1), 60-70.
Kavanagh, S. S., Feiman-Nemser, S., Hammerness, K., Matsko, K. K., & Wallace, J. (2022). Stepping in or Stepping On: Mentor Teachers’ Preferences for Mentoring Inside and Outside of Interactive Teaching. Journal of Teacher Education, 74(3). https://doi.org/10.1177/00224871221142843
Krieg, J. M., Goldhaber, D., & Theobald, R. (2019). Teacher Candidate Apprenticeships: Assessing the Who and Where of Student Teaching. Journal of Teacher Education, 71(2). https://doi.org/10.1177/0022487119858983
Lillian, W., Mutsotso, S., & Wasike, D. (2023). Teachers’ Perceptions of Blended Learning and the Acquisition of Language Skills in National and Extra-County Schools in Western Region, Kenya. International Journal of Research and Scientific Innovation, X. 314-322. https://doi.org/10.51244/IJRSI.2023.10929
Li, M., & Yu, Z. (2022). A systematic review on the metaverse-based blended English learning. Front Psychol, 13, 1087508. https://doi.org/10.3389/fpsyg.2022.1087508
Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers college record, 115(3), 1-47.
McCarthy, M. A., & Murphy, E. A. (2010). Blended learning: Beyond initial uses to helping to solve real-world academic problems. Journal of College Education & Learning, 7(6), 67-70.
Melnyk, A. (2023). Formal, non-formal and informal content domain of blended learning for prospective english university teachers. Education. Innovation. Practice, 11. 71-79. https://doi.org/10.31110/2616-650X-vol11i7-010
Millimouno, T.M., Delamou, A., Kourouma, K., Kolié, J.M., Béavogui, A.H., Roegiers, S., Garcia, M., Tsunami, C.K., Van Bastelaere, S., Van Damme, W., & Delvaux, T. (2021). Outcomes of blended learning for capacity strengthening of health professionals in Guinea. BMC Med Educ, 21(1), 406. Doi: 10.1186/s12909-021-02847-w
Ng, Y.M., & Yip, C.W. A (2019). 3-step teaching approach for a blended learning of 'understanding and avoiding unintentional plagiarism'. Nurse Educ Pract, 41, 102643. Doi: 10.1016/j.nepr.2019.102643
Nong, W., Ye, J.H, Chen, P., & Lee, Y.S. (2023). A study on the blended learning effects on students majoring in preschool education in the post-pandemic era: An example of a research-method course in a Chinese university. Front Psychol, 13, 962707. Doi: 10.3389/fpsyg.2022.962707
Nuzhat, A., Salem, R. O., Al-Hamdan, N., & Ashour, N. (2013). Gender differences in learning styles and academic performance of medical students in Saudi Arabia. Medical Teacher, 35, 78-82. Doi: 10.3109/0142159X.2013.765545
Rovai, A. P., & Jordan, H. M. (2004). Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses. International Review of Research in Open and Distributed Learning, 5(2), 1-13.
Sands, P. (2002). Inside Outside, Upside Downside, Strategies for Connecting Online and Face-to-Face Instruction in Hybrid Courses. Teaching with Technology Today, 8(6). Retrieved April 9th, 2009, from http://www.uwsa.edu/ttt/articles/sands2.htm
Smith, G. G., & Kurthen, H. (2007). Front-stage and back-stage in hybrid e-learning face-to- face courses. International Journal on E-Learning, 6(3), 455-474.
Somers, J., & Sikorova, E. (2002). The effectiveness of one in-service education of teachers’ course for influencing teachers' practice. Journal of In-service Education, 28(1), 95-114.
Sukirman, S., Masduki, Y., Suyono, S., Hidayati, D., Kistoro, H. C. A., & Ru’iya, S. (2022). Effectiveness of blended learning in the new normal era. International Journal of Evaluation and Research in Education, 11(2), 628-638.
Teeter, T. (1997). Teaching on the internet. Meeting the challenge of electronic earning. ERIC.
Thy, N., & Nhân, N. (2022). Students’ Perceptions on Blended Learning Application in Enhancing English Oral Competence at Ton Duc Thang University. Science magazine, 19(10). https://vjol.info.vn/index.php/sphcm/article/view/75937
Villegas-Reimers, E. (2003). Teacher Professional Development: An International Review of Literature. Paris: UNESCO.
Warschauer, M. (2004). Technology and social inclusion: Rethinking the digital divide. MIT Press.
Whitelock, D., & Jefts, A. (2003). Editorial. Journal of Educational Media special issue on blended learning. Journal of Educational Media, 28(1-2), 99-100. http://dx.doi.org/10.1080/1358165032000177407
Whittaker, C. (2014). Blended learning in EFL: Adopting a principled approach to integrating technology. Using technology in foreign language teaching, 8-24.
Xueshan, Z. (2023). Blended Learning Approach in English Teaching: Effectiveness and Challenges. In International Conference on Web-Based Learning (pp. 412-417). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-031-33023-0_39
Zhao, H., Seibert, S. E., & Hills, G. E. (2005). The mediating role of self-efficacy in the development of entrepreneurial intentions. Journal of applied psychology, 90(6), 1265.
Xiangze, Z., & Abdullah, Z. (2023). Station Rotation with Gamification Approach to Increase Students’ Engagement in Learning English. Arab World English Journal (AWEJ), Special Issue on CALL, 9. http://dx.doi.org/10.2139/ssrn.4534571
Zhang, Y. (2023). Enhancing Oral Production in Integrated English Blended Teaching through a Production-Oriented Approach: An Action Research Study. International Journal of Emerging Technologies in Learning (iJET), 18, 61-71. https://doi.org/10.3991/ijet.v18i19.42477
Zheng, L., & Lee, K. (2023). Examining the Effects of “Small Private Online Course and Flipped-Classroom”-Based Blended Teaching Strategy on First-Year English-Major Students’ Achievements. Sustainability, 15, 15349. https://doi.org/10.3390/su152115349
Publicado
2023-11-30
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Alkhannani, B. (2023). The impact of blended learning on undergraduate english language learners: a case study at Ha’il University, Saudi Arabia. Amazonia Investiga, 12(71), 61-76. https://doi.org/10.34069/AI/2023.71.11.5
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