Students’ attitudes towards blended language courses: A case study

Year 2019, , 174 - 199, 25.03.2019

Hatice Karaaslan Nurseven Kılıç

https://doi.org/10.17263/jlls.547699

Abstract

Please fill up the following information accurately. (Please use Times New Roman, 12 pt.
Students’ attitudes towards blended language courses: A case study
In an effort to create enriched language learning environments, language teachers, program and course developers, and publishing companies have long sought novel ideas and alternatives. Thus, a wide range of information and communications technologies, which have manifested themselves in the form of virtual learning environments, web-based platforms, or mobile-assisted applications, have been embraced in the field. With the introduction of new means and platforms for delivering instruction outside the classroom, blended learning, combining e-learning and conventional classroom methods as well as providing room for student control over the learning process, has gained popularity as a promising option. In this case study on a group of second-year English language students at a School of Foreign Languages, the goal was to investigate students’ attitudes towards blended learning with reference to six learning aspects: learning-flexibility, online-learning, study-management, technology-use, classroom-learning, and online-interaction (Tang & Chaw, 2013). Students’ responses to the attitude questionnaire were subjected to descriptive statistical analysis as well as internal consistency tests among subscales. A subsequent focus group meeting was held with a group of 15 students to attain qualitative data on their views and attitudes towards blended learning with respect to their experiences and expectations. High-achievers had a tendency to hold positive attitudes towards all learning aspects while low-achievers required more face-to-face in-class time, interaction and study management support, pointing to possible links among such variables as language proficiency, learner autonomy and attitudes towards blended learning and highlighting how critical student characteristics and attitudes could prove in the implementation process.
Information about Author(s)*
Author 1
Author (Last name, First name)	Karaaslan, Hatice
Affiliated institution (University)	Ankara Yıldırım Beyazıt University
Country	Turkey
Email address	[e-mail]
Department & Rank
Corresponding author (Yes/No) Write only one corresponding author.	Yes
Author 2
Author (Last name, First name)	Kılıç, Nurseven
Affiliated institution (University)	Ankara Yıldırım Beyazıt University
Country	Turkey
Email address	[e-mail]
Department & Rank
Corresponding author (Yes/No)
Author 3
Author (Last name, First name)
Affiliated institution (University)
Country
Email address
Department & Rank
Corresponding author (Yes/No)
Author 4
Author (Last name, First name)
Affiliated institution (University)
Country
Email address
Department & Rank
Corresponding author (Yes/No)

Keywords

Blended learning, student attitudes, autonomy, language proficiency

References

• Basal, A. (2015). The implementation of a flipped classroom in foreign language teaching. Turkish Online Journal of Distance Education-TOJDE, 16(4), 28–27.
• Beatty, K. (2010). Teaching and researching: Computer-assisted language learning (2nd ed.). Great Britain: Pearson Education Limited.
• Brown, R. (2003). Blended learning: Rich experiences from a rich picture. Training and Development in Australia, 30(3), 14-17.
• Chapelle, C. A. (2001). Computer applications in second language acquisition. United Kingdom: Cambridge University Press.
• Chapelle, C. A. (2009). The relationship between second language acquisition theory and computer‐assisted language learning. The Modern Language Journal, 93, 741-753.
• Chapelle, C. A. (2010). The spread of computer-assisted language learning. Language Teaching, 43(01), 66-74. doi: doi:10.1017/S0261444809005850
• Creswell, J.W. (2012). Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research, 4th Ed. Upper Saddle River, NJ: Merrill.
• Çelebi, H., Karaaslan, H., &Demir-Vegter, S. (2016). Corpus use in enhancing lexico-grammatical awareness through flipped applications. Journal of Language and Linguistic Studies, 12(2).
• Dudeney, G., & Hockly, N. (2007). How to… Teach English with technology. Harlow: Pearson Education Limited.
• Harker, M., & Koutsantoni, D. (2005). Can it be as effective? Distance versus blended learning in a web-based EAP programme. ReCALL, 17(2), 197-216. doi:10.1017/S095834400500042X
• Ja’ashan, M. M. N. H. (2015). Perceptions and Attitudes towards Blended Learning for English Courses: A Case Study of Students at University of Bisha. English Language Teaching, 8(9), 40–50. https://doi.org/10.5539/elt.v8n9p40
• Karaaslan, H., & Çelebi, H. (2017). ELT teacher education flipped classroom: An analysis of task challenge and student teachers‟ views and expectations. Journal of Language and Linguistic Studies, 13(2), 643-666.
• Karatay, Y. (2016) An Investigation on Multimedia Language Laboratory in Turkish State Universities. İhsan Doğramacı Bilkent University, Graduate School of Education, Unpublished Master’s Thesis.
• Kato, S., & Mynard, J. (2015). Reflective dialogue: Advising in language learning. New York, NY: Routledge.
• Korkmaz,G. & Demir-Başaran, S. (2016). Using Oxford iTools and iTutor Software in English Language Teaching and Its Effect on Preparatory Class Students’ Academic Achievement. International Journal of Curriculum and Instructional Studies Vol 6, No 11 (2016)
• Kotter, J. P. (2012). Leading change. Boston, Mass: Harvard Business Review Press.
• Levy M. (1997) CALL: context and conceptualization. Oxford: Oxford University Press.
• Martin, F., & Ertzberger, J. (2013). Here and now mobile learning: An experimental study on the use of mobile technology. Computers and Education, 68, 76–85. https://doi.org/10.1016/j.compedu.2013.04.021
• Owston, R., York, D., & Murtha, S. (2013). Student perceptions and achievement in a university blended learning strategic initiative. Internet and Higher Education, 18, 38-46. http://dx.doi.org/10.1016/j.iheduc.2012.12.003
• Rahman, N. A. A., Hussein, N., & Aluwi, A. H. (2015). Satisfaction on Blended Learning in a Public Higher Education Institution: What Factors Matter?, Procedia - Social and Behavioral Sciences, 211, 768-775. doi:10.1016/j.sbspro.2015.11.107
• Sagarra, N., & Zapata, G. (2008). Blending classroom instruction with online homework: A study of student perceptions of computer-assisted L2 learning. ReCALL, 20(2), 208-224. doi:10.1017/S0958344008000621
• Saran, M., Seferoğlu, G., and Çağıltay, K., (2012). Mobile Language Learning: Contribution of Multimedia Messages via Mobile Phones in Consolidating Vocabulary. The Asia-Pacific Education Researcher, 21, 181-190.
• Shannon-Chastain, J. & Fell-Kurban, C. (2016). Just one more hit: Student engagement with pre-class videos in the evolution of an English for Academic Purposes course from traditional to flipped. The Global e-Learning Journal, 5(2).
• Singh, H. (2003). Building Effective Blended Learning Programs. Educational Technology, 43(6), 51–54. https://doi.org/10.1021/es2033229
• Tang, C. M. & Chaw, L.Y. (2013). Readiness for blended learning: Understanding attitude of university students. International Journal of Cyber Society and Education, 6 (2), 79-100.
• Wallace, M. L., Walker, J. D., Braseby, A. M., & Sweet, M. S. (2014). “Now, what happens during class?” Using team-based learning to optimize the role of expertise within the flipped classroom. Journal on Excellence in College Teaching, 25(3&4), 253-273.
• Yelbay, Y. (2011). Yabancı Dilde Bilgisayar Yazılımı ile Sözcük Öğrenimi - Bir Model Denemesi. Ankara Üniversitesi, Sosyal Bilimler Enstitüsü. Yayınlanmamış Doktora Tezi.