A Blended Language Learning Model: Adolescent Learners' Attitudes towards it and its Effectiveness in the Teaching and Learning of L2 Writing
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Date
2014-04
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The British University in Dubai (BUiD)
Abstract
A blended learning approach is a new concept in the field of modern education
which combines face-to-face and online instruction, and is considered an essential
aspect of education advancement in the current century (Thorne, 2003). This
dissertation uses a mixed method research design so as to collect qualitative and
quantitative data required in investigating three main areas related to English
language teaching (ELT) and to adolescent learners (12-16 years) who learn
English as a foreign language (EFL). First, it provides a description for a blended
language learning model that combines face-to-face and online modes of
instruction. Second, the study investigates students’ attitudes towards
implementing blended language learning approach. Third, it assesses the
effectiveness of this approach on improving students’ second language (L2) writing
levels.
In general, research on ‘blended learning’ that studied the difference between
traditional and blended learning in foreign language does not indicate significant
differences in learning output although showed positive students’ attitude toward s
this type of instruction. Nonetheless, the studies conducted on ‘blended learning’
did not include adequate description of interaction and activities in this learning
environment as they did not have sufficient description of its features like teaching
and learning materials, teaching methods, types of interaction, and roles of
participants. Moreover, some of these studies did not base their work on the
literature that focuses on students and teachers’ attitudes.
Overall, the study provides a description of a blended learning model following the
guidelines suggested by Neumeier (2005). Moreover, the findings of the study
show that the adolescent students (14-16 years) had positive attitudes towards using
blended language learning approach. It was also found that class learned by a
blended learning approach had a significant improvement in students’ writing
scores comparing with the one that learned by traditional learning.
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Keywords
blended language learning, adolescent learners', English Language Teaching (ELT), online instruction, blended learning