The Effects of Using Blended Learning in Teaching and Learning English: A Review of Literature

Yıl 2020, Cilt: 18 , 173 - 179, 31.12.2020

Aminuddin Hashemı , Kew Sı Na

Öz

Blended learning has recently been considered a hot topic in education, especially for teachers and students to employ for the enhancement of the English language throughout the world. Therefore, the current paper yields to the related literature of the blended learning effects in teaching and learning the English language. Various related literature has been reviewed to find out the effects of blended learning on the four integrated skills of the English language such as reading, writing, speaking, and listening skills. Hence, the outcome of the reviewed literature present that there are effects of using blended learning in teaching and learning the English language. Blended learning affects each of the integrated skill of the English language positively and it is suggested that using blended learning as one of the 21st-century skills need to be taken into consideration for the teaching and learning the English language in the future.

Anahtar Kelimeler

Blended Learning, Effects of using blended learning, English language teaching

Kaynakça

• Aborisade, P. A. (2013). Blended learning in English for academic purposes courses: a Nigerian case study. In B. Tomlinson & C. Whittaker (eds.), Blended learning in English language teaching: Course design and implementation. London British Council, UK.
• Allen, I. E., Seaman, J., & Garrett, R. (2007). Blending in: The extent and promise of blended education in the United States. Needham, MA: Sloan Consortium. Retrieved from http://sloanconsortium.org.
• Al Zumor, A. W. Q., Al Refaai, I. K., Bader Eddin, E. A., & Aziz Al-Rahman, F. H. (2013). EFL students’ perceptions of a blended learning environment: Advantages, limitations, and suggestions for improvement. English Language Teaching, 6(10), 95–110. https://doi.org/10.5539/elt.v6n10p95.
• AlKhaleel, A. (2019). The Advantages of using blended learning in studying english as a foreign language at the university of Tabuk. Modern Journal of Language Teaching Methods (MJLTM), 1–7.
• Alsalhi, N. R., Eltahir, M. E., & Al-Qatawneh, S. S. (2019). The effect of blended learning on the achievement of ninth-grade students in science and their attitudes towards its use. Heliyon, 5(9), e02424. https://doi.org/10.1016/j.heliyon.2019.e02424.
• Asadzadeh Maleki, N. & Ahangari, S. (2010). The impact of computer-assisted instruction on improving Iranian EFL learners' reading comprehension. In Proceedings of the Second International Conference on E-learning and E-teaching (ICE LET), Amir Kabir University, Tehran.
• Banditvilai, C. (2016). Enhancing Students ’ language skills through blended learning. The Electronic Journal of E-Learning, 14(3), 220–229.
• Behjat, F. (2012). Blended learning : A ubiquitous learning environment for reading comprehension. International Journal of English Linguistics, 2(1), 97–106. https://doi.org/10.5539/ijel.v2n1p97
• Bock, A., Modabber, A., Kniha, K., Lemos, M., Rafai, N., & Hölzle, F. (2018). Blended learning modules for lectures on oral and maxillofacial surgery. British Journal of Oral and Maxillofacial Surgery. DOI: https://doi.org/10.1016/j.bjoms.2018.10.281.4.
• Bolandıfar, S. (2017). Effects of blended learnıng on readıng comprehensıon and crıtıcal thinking skills of undergraduate esl students. Unpublished Doctoral Dissertation. Universiti Putra Malaysia.
• Brett P. (1996). Using multimedia: An investigation of learners’ attitudes. Computer Assisted Language Learning 9, 191−212.
• Coiro, J., & Dobler, E. (2007). Exploring the comprehension strategies used by sixth-grade skilled readers as they search for and locate information on the Internet. Reading Research Quarterly, 42, 214–257.
• Ehrlich, J., Radde, S., Polleti, A, & Freitag, B. (2011). Designing an e-learning platform for reading comprehension. Retrieved from www.fim.uni-passau.de/fileadmin/ files/lehrstuhl/ freitag/ERPF07.pdf on 8 July 2011.
• Guangying, C. (2014). Experimental research on blended learning in the development of listening and speaking skills in China. Southern African Linguistics and Applied Language Studies, 32(4), 447–460.
• Akyüz, H. İ., & Samsa, S. (2009). The effects of blended learning environment on the critical thinking skills of students. Procedia-Social and Behavioral Sciences, 1(1), 1744-1748.
• Hong, K. H. & Samimy, K. K. (2010). The influence of L2 teacher's‟ use of CALL modes on language learners‟ reactions to blended learning. CALICO Journal, 27(2), 328-248.
• Ibrahim, A. H., & Yusoff, Z. S. (2013). Teaching Public Speaking in a Blended Learning Environment. International Journal of Social Science and Humanity, 2(6), 573–576. https://doi.org/10.7763/ijssh. 2012. v2.175
• Isti'anah, A. (2017). The effect of blended learning to the students’ achievement in grammar class. IJEE (Indonesian Journal of English Education), 4(1), 16-30.
• Izquierdo, B. L. & Reyes, L. E. (2009). Effectiveness of blogging to practice reading at a freshman EFL program. The Reading Matrix, 9(2), 100-117. Retrieved from www. reading matrix. com/articles/sept_2009/izquierdo_reyes.pdf on 6 Feb 2011.
• Kintu, M. J., Zhu, C., & Kagambe, E. (2017). Blended learning effectiveness : the relationship between student characteristics, design features, and outcomes. International Journal of Educational Technology in Higher Education, 4, 10–118. https://doi.org/10.1186/s41239-017-0043-4
• Liaw, S. S., Chen, G. D., & Huang, H. M. (2008). Users’ attitudes toward Web-based collaborative learning systems for knowledge management. Computers & Education, 50(3), 950-961.
• Miyazoe, T., Anderson, T., Yang, Y. T. C., Chuang, Y. C., Li, L. Y., Tseng, S. S., … Barrett, B. (2018). Teaching public speaking in a blended learning environment. English Language Teaching, 6(1), 67–82. https://doi.org/10.15390/EB.2015.2592
• Neumeier, P. (2005). A closer look at blended learning - parameters for designing a blended learning environment for language teaching and learning. ReCALL, 17(2), 163–178. https://doi.org/10.1017/S0958344005000224.
• Morris, I. (2010). Why the west rules-for now: The patterns of history and what they reveal about the future. Profile books.
• Neumeier, P. (2005). A closer look at blended learning: Parameters for designing a blended learning environment for language teaching and learning. ReCALL 17(2), 163–178.
• Osgerby, J. (2013). Students' perceptions of the introduction of a blended learning environment: An exploratory case study. Accounting Education, 22(1), 85-99.
• Poorahmadi, M. (2010). The effect of employing scaffolding strategies and classroom tasks in teaching reading comprehension. The Journal of TEFLL, 1(3), 107-118.
• Rahimi, A., & Behjat, F. (2011). On the screen or printed: A case of EFL learners’ online and offline reading the press. i-manager's Journal on English Language Teaching, April-June issue.
• Salimzadeh, R., & Mohammadi, M. (2009). The effect of cooperative learning strategy on reading comprehension of EFL learners. In the proceedings of the 7th International TELLS Conference on New Horizons in Language Education, Yazd University, Iran.
• Sejdiu, S. (2014). English language teaching and assessment in blended learning. Journal of Teaching and Learning with Technology, 3(2), 67–82. https://doi.org/10.14434/jotlt.v3n2.5043.
• Sharma, P., & Barrett, B. (2009). Blended learning : Using technology in and beyond the language classroom creating material for the interactive whiteboard. MacMillian.
• Shraim, K. (2012). Moving towards e-learning paradigm: Readiness of higher education instructors in Palestine. International Journal on E-Learning, 11(4), 441–463.
• Siew-Enga, L. & Muuk, M. (2015). Blended learning in teaching secondary schools' English: A preparation for tertiary science education in Malaysia. Procedia - Social and Behavioral Sciences 167, 293 – 300.
• Stracke, E. (2007). A road to understanding: A qualitative study into why learners drop out of a blended language learning (BLL) environment. ReCALL, 19(1), 57-78.
• Szymańska, A., & Kaczmarek, A. W. (2011). Reading efficiency in a blended learning context. Teaching English with Technology, 11(2), 29-42.
• Tawil, H. (2018). The blended learning approach and its application in language teaching. International Journal of Language & Linguistics, 5(4), 47–58. https://doi.org/10.30845/ijll.v5n4p6.
• Verezub, E. & Wang, H. (2008). The role of metacognitive reading strategies instructions and various types of links in comprehending hypertexts. Proceedings ascilite Melbourne. Retrieved 13 January 2011 from www.ascilite.org.au/conferences /melbourne08/procs/verezub.pdf.
• Whittaker, J. K. (1976). Blended learning in English language teaching: Course design and implementation. In Child Care Quarterly (Vol. 5). https://doi.org/10.1007/BF01555231
• Yang, Y. C., Chuang, Y., Li, L., & Tseng, S. (2013). A blended learning environment for individualized English listening and speaking integrating critical thinking. Computers & Education, 63, 285–305. https://doi.org/10.1016/j.compedu.2012.12.012.
• Yang, S. H. (2009). Using blogs to enhance critical reflection and community of practice. Educational Technology & Society, 12 (2), 11–21.