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The Effects of Blended Learning on EFL Students’ Usage of Grammar in Context

Year 2018, Volume: 10 , 11 - 22, 12.09.2018

Abstract

The current
study was conducted with the aim of investigating the impact of blended
learning on English as a Foreign Language students’ usage of grammar in
context. Experimental design was conducted on two sections of tenth graders in
a Palestinian public school near Ramallah. Thus, the current study attempted to
answer the following main questions: 1- What are the effects of blended
learning on EFL students’ usage of grammar in context? 2- What are students’
perceptions of the benefits and limitations of the blended material? In order
to answer these questions, pre-posttests and interview were used as instruments
for the data collection. Quantitative data was calculated using SPSS as well as
thematic analysis was used to analyze the qualitative data. The results of this
study revealed that blended learning has positive effect on students’
achievement in grammar instruction. The achievement of the experimental group
outperformed the control group. In addition, participants showed positive
attitudes toward the blended material, they pointed out that it helped them to
retain what they learn. Also it gives them feedback and improves their
pronunciation, all of this in an interesting and fun way. 

References

  • Aborisade, Peter (2013). Blended Learning in English for Academic Purposes Courses: A Nigerian Case study. TeachingEnglish, British Council. Retrieved on 3rd October 2015 http://englishagenda.britishcouncil.org/sites/ec/files/D057_Blended%20learning_FINAL_WEB%20ONLY_v2.pdf Adas, Dana, Ayda, Bkir (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. Al-Jarf, Reima (2005). The Effects of Online Grammar Instruction on Low Proficiency EFL Collage Students Achievement. Asian EFL Journal,7 (4). 166-190. Al Zumor, Abul Wahed, Refaai, Ismail, Badder Eddin, Ehab & Aziz Al-Rahman, Farouq (2013). EFL Students’ Perceptions of A blended Learning Environment: Advantages, Limitations and Suggestions for Improvement. English Language Teaching, 6 (10), 95-110. AK-12 Leadership Series (2009). Blended Learning: Where Online and Face-Face Instruction Intersect for 21st century Teaching and Learning. Eduviews Tm. Retrieved on October 3rd 2015 from www.blackboard.com/.../k12 Bandos, Emerita (2006). A blended- learning Pedagogical model for Teaching and Learning EFL Successfully through an Online Interactive Multimedia Environment. CALICO Journal, 23 (3), 533-550. Retrieved on2nd November 2015 from https://www.calico.org/html/article_105.pdf Baturay, Melton, Daloglu, Aysegul, Yildrim, Soner (2010). Language practice with Multimedia Supported Web-Based Grammar Revision Material. ReCall,22 (3), 313-331. Retrieved on 23rd October 2015 from http://users.metu.edu.tr/soner/InternationalJournals/1.pdf Gilbert, Jody (2013). A collaborative Online Reading and Research Project. TeachingEnglish. British Council. Retrieved on October 3rd October 2015 from http://englishagenda.britishcouncil.org/sites/ec/files/D057_Blended%20learning_FINAL_WEB%20ONLY_v2.pdf Gluc, Eddie (2006). Using Blended Learning to Accommodate Different Learning Styles. Higher Education Academy. Retrieved on Dec. 3rd 2015 from https://www.heacademy.ac.uk/sites/default/files/2917.pdf Hyun, Chung (2013). A case study on the Effects of an L2 Writing Instructional Model for blended Learning in Higher Education. TOJET: The Turkish Online Journal of Educational Technology, 12 (4). P. 1-10. Jin, Seung hee (2014). Implementation of Smart-Phone-based Blended Learning in EFL Undergraduate Grammar Course. Multimedia-Assisted Language Learning 17(4), p. 11-37. Keshta, Awad, Harb, Ismail (2013). The Effectiveness of a Blended Learning Program on Developing Palestinian Tenth Graders' English Writing Skills, Education Journal. 2, (6) pp. 208-221. Mart, Cagri (2013). Teaching Grammar in context: Why and How. Theory and Practice in Language Studies,. 3(1), pp. 124-129. Rahmany, Ramin, Sadeghi, Bahador, Faramarzi, Sajad (2013). The Effect of Blogging on Vocabulary Enhancement and Structural Accuracy in an EFL Context. Theory and Practice in Language Studies, Vol. 3, ( 7) pp. 1288-1298. Sahin-Kizil, Aysel (2014). Blended Instruction for EFL Learners: Engagement, Learning and Course Satisfaction. Jaltcalljournal, 10 (3), 175-188. Sucaromana, Usaporn (2013). The Effect of Blended Learning on the Intrinsic Motivation of Thai EFL Students. English Language Teaching; 6 (5). P. 141-147. Tomlison, Brain , Whittaker, Claire (2013). Blended Learning in English Language Teaching: Course Design and Implementation (Ed.). British Council. London. Retrieved on September 23rd 2015 from https://www.teachingenglish.org.uk/sites/teacheng/files/D057_Blended%20learning_FINAL_WEB%20ONLY_v2.pdf Tosun, Sezen (2015). The Effect of Blended Learning on EFL Students Vocabulary Enhancement. Procedia - Social and Behavioral Sciences. 199 (3) P. 641–647 Wang, Y., Chung, C.J. & Hattingh, E. (2014). A Blending Approach in Technology Integrated ESL Writing Instruction. In M. Searson & M. Ochoa (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 1139-1144.
Year 2018, Volume: 10 , 11 - 22, 12.09.2018

Abstract

References

  • Aborisade, Peter (2013). Blended Learning in English for Academic Purposes Courses: A Nigerian Case study. TeachingEnglish, British Council. Retrieved on 3rd October 2015 http://englishagenda.britishcouncil.org/sites/ec/files/D057_Blended%20learning_FINAL_WEB%20ONLY_v2.pdf Adas, Dana, Ayda, Bkir (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. Al-Jarf, Reima (2005). The Effects of Online Grammar Instruction on Low Proficiency EFL Collage Students Achievement. Asian EFL Journal,7 (4). 166-190. Al Zumor, Abul Wahed, Refaai, Ismail, Badder Eddin, Ehab & Aziz Al-Rahman, Farouq (2013). EFL Students’ Perceptions of A blended Learning Environment: Advantages, Limitations and Suggestions for Improvement. English Language Teaching, 6 (10), 95-110. AK-12 Leadership Series (2009). Blended Learning: Where Online and Face-Face Instruction Intersect for 21st century Teaching and Learning. Eduviews Tm. Retrieved on October 3rd 2015 from www.blackboard.com/.../k12 Bandos, Emerita (2006). A blended- learning Pedagogical model for Teaching and Learning EFL Successfully through an Online Interactive Multimedia Environment. CALICO Journal, 23 (3), 533-550. Retrieved on2nd November 2015 from https://www.calico.org/html/article_105.pdf Baturay, Melton, Daloglu, Aysegul, Yildrim, Soner (2010). Language practice with Multimedia Supported Web-Based Grammar Revision Material. ReCall,22 (3), 313-331. Retrieved on 23rd October 2015 from http://users.metu.edu.tr/soner/InternationalJournals/1.pdf Gilbert, Jody (2013). A collaborative Online Reading and Research Project. TeachingEnglish. British Council. Retrieved on October 3rd October 2015 from http://englishagenda.britishcouncil.org/sites/ec/files/D057_Blended%20learning_FINAL_WEB%20ONLY_v2.pdf Gluc, Eddie (2006). Using Blended Learning to Accommodate Different Learning Styles. Higher Education Academy. Retrieved on Dec. 3rd 2015 from https://www.heacademy.ac.uk/sites/default/files/2917.pdf Hyun, Chung (2013). A case study on the Effects of an L2 Writing Instructional Model for blended Learning in Higher Education. TOJET: The Turkish Online Journal of Educational Technology, 12 (4). P. 1-10. Jin, Seung hee (2014). Implementation of Smart-Phone-based Blended Learning in EFL Undergraduate Grammar Course. Multimedia-Assisted Language Learning 17(4), p. 11-37. Keshta, Awad, Harb, Ismail (2013). The Effectiveness of a Blended Learning Program on Developing Palestinian Tenth Graders' English Writing Skills, Education Journal. 2, (6) pp. 208-221. Mart, Cagri (2013). Teaching Grammar in context: Why and How. Theory and Practice in Language Studies,. 3(1), pp. 124-129. Rahmany, Ramin, Sadeghi, Bahador, Faramarzi, Sajad (2013). The Effect of Blogging on Vocabulary Enhancement and Structural Accuracy in an EFL Context. Theory and Practice in Language Studies, Vol. 3, ( 7) pp. 1288-1298. Sahin-Kizil, Aysel (2014). Blended Instruction for EFL Learners: Engagement, Learning and Course Satisfaction. Jaltcalljournal, 10 (3), 175-188. Sucaromana, Usaporn (2013). The Effect of Blended Learning on the Intrinsic Motivation of Thai EFL Students. English Language Teaching; 6 (5). P. 141-147. Tomlison, Brain , Whittaker, Claire (2013). Blended Learning in English Language Teaching: Course Design and Implementation (Ed.). British Council. London. Retrieved on September 23rd 2015 from https://www.teachingenglish.org.uk/sites/teacheng/files/D057_Blended%20learning_FINAL_WEB%20ONLY_v2.pdf Tosun, Sezen (2015). The Effect of Blended Learning on EFL Students Vocabulary Enhancement. Procedia - Social and Behavioral Sciences. 199 (3) P. 641–647 Wang, Y., Chung, C.J. & Hattingh, E. (2014). A Blending Approach in Technology Integrated ESL Writing Instruction. In M. Searson & M. Ochoa (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 1139-1144.
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Details

Primary Language English
Journal Section Articles
Authors

Suzan Qındah This is me

Publication Date September 12, 2018
Published in Issue Year 2018 Volume: 10

Cite

APA Qındah, S. (2018). The Effects of Blended Learning on EFL Students’ Usage of Grammar in Context. The Eurasia Proceedings of Educational and Social Sciences, 10, 11-22.