Abstract
The study’s purpose is to reveal the implementer’s opinions toward the use of the Station Rotation Model (SRM) of blended learning, in terms of features, challenges and effectiveness of the model including further implementation and suggestions for the station rotation model. A mixed research approach was conducted using qualitative data analysed within the quantitative method. A qualitative method approach was employed to collect data from the implementer. A semi-structured interview was conducted with the implementer (an English language teacher) to gather feedback on SRM implementation. The findings revealed that the implementer mostly mentioned fulfilling hobbies as a feature of the model, and most students faced challenges in the group working station, while the pair working station was identified as the most effective Furthermore, the results of implementer’s further implementation of the model and suggestions for SRM are discussed.
Keywords
EFL learners blended learning station rotation model implementer’s attitudes online instruction pair working group working
References
- Alfares, N. (2017). Benefits and difficulties of learning in group work in EFL classes in Saudi Arabia. English Language Teaching, 10(7), 247-256. http://doi.org/10.5539/elt.v10n7p247
- Anjarani, D. R., Yuliarsih, Y., Tafrilyanto, C. F., & Harsono, H. (2024). Elementary School Teachers’ Insight to Rotation Models of Blended Learning. Journal of English Teaching, Literature, and Applied Linguistics, 8(1), 12-16. http://dx.doi.org/10.30587/jetlal.v8i1.6486
- Arianto, F. (2024). Interaction Between Station Rotation Model and Cognitive Style on Student’s Collaborative Skills. Migration Letters, 21(4), 46-56. https://migrationletters.com/index.php/ml/article/view/7209
- Barjesteh, H., Vaseghi, R., & Neissi, S. (2012). Iranian EFL learners' willingness to communicate across different context-and receiver-types. International Journal of English Linguistics, 2(1), 47. http://dx.doi.org/10.5539/ijel.v2n1p47
- Basori, B., Sajidan, S., Akhyar, M., & Wiranto, W. (2023). Blended learning model towards vocational students’ learning outcomes: A scoping review. International Journal of Evaluation and Research in Education (IJERE), 12(1), 205-215. http://doi.org/10.11591/ijere.v12i1.22986
Abstract
References
- Alfares, N. (2017). Benefits and difficulties of learning in group work in EFL classes in Saudi Arabia. English Language Teaching, 10(7), 247-256. http://doi.org/10.5539/elt.v10n7p247
- Anjarani, D. R., Yuliarsih, Y., Tafrilyanto, C. F., & Harsono, H. (2024). Elementary School Teachers’ Insight to Rotation Models of Blended Learning. Journal of English Teaching, Literature, and Applied Linguistics, 8(1), 12-16. http://dx.doi.org/10.30587/jetlal.v8i1.6486
- Arianto, F. (2024). Interaction Between Station Rotation Model and Cognitive Style on Student’s Collaborative Skills. Migration Letters, 21(4), 46-56. https://migrationletters.com/index.php/ml/article/view/7209
- Barjesteh, H., Vaseghi, R., & Neissi, S. (2012). Iranian EFL learners' willingness to communicate across different context-and receiver-types. International Journal of English Linguistics, 2(1), 47. http://dx.doi.org/10.5539/ijel.v2n1p47
- Basori, B., Sajidan, S., Akhyar, M., & Wiranto, W. (2023). Blended learning model towards vocational students’ learning outcomes: A scoping review. International Journal of Evaluation and Research in Education (IJERE), 12(1), 205-215. http://doi.org/10.11591/ijere.v12i1.22986
Details
| Primary Language | English |
|---|---|
| Subjects | Classroom Measurement Practices, Lifelong learning, Curriculum and Instration (Other) |
| Journal Section | Articles |
| Authors | |
| Publication Date | January 1, 2025 |
| Submission Date | February 16, 2024 |
| Acceptance Date | June 13, 2024 |
| Published in Issue | Year 2025 Volume: 26 Issue: 1 |