Students’ attitudes towards blended language courses: A case study

Yıl 2019, , 174 - 199, 25.03.2019

Hatice Karaaslan Nurseven Kılıç

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

Öz

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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)
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Anahtar Kelimeler

Blended learning, student attitudes, autonomy, language proficiency

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