The Perspectives of Low-Achieving Language Learners Regarding Blended Learning as Remedial Assistance

Öz

The purpose of this study is to determine how blended learning (BL) might be used as remedial assistance for low-achieving students, who are repeating at the beginning level of English as a foreign language (EFL). In order to make recommendations that will best promote students' success, this qualitative study looks at how students reflect on their experiences with BL. The sample setting was selected from a repeat A1 class of prospective engineering students enrolled in a preparatory program that teaches intense English courses at a Turkish university. The researcher's nine years of teaching and research expertise in the same setting, previous formal and informal feedback from low-achieving students, and the most recent literature were the main sources of shaping the BL design. It was carried out over a period of twelve weeks. Weekly forms, semi-structured interviews, and class discussions were used to collect data on students' reflections, which were then subjected to content analysis. The findings were revealed under the parameters used to define BL, such as mode, sequences of modes, level of integration, and so on. The results showed that students preferred contextualized design that was primarily supported by face-to-face contacts, traditional procedures, and teacher attention and was assisted by the online portion. These results would improve implementation techniques and advance our understanding of low-achieving EFL learners in BL.

Anahtar Kelimeler

• blended instruction
• perception of learners
• productive skills
• English as a Foreign Languages
• low-achieving students

BEKLENDEN DAHA AZ BAŞARI GÖSTERMİŞ ÖĞRENCİLERİN HARMANLANMIŞ ÖĞRETİMİ TANIMLAMAK İÇİN KULLANILAN PARAMETRELERİN KOMBİNASYONLARINA İLİŞKİN BAKIŞ AÇILARI

Öz

Bu çalışma harmanlanmış öğretimi, başlangıç seviyesinde İngilizceyi yabancı dil olarak öğrenirken beklenenden daha az başarı göstermiş ve seviyesini tekrar etmek durumunda kalmış öğrencilerin bakış açısından araştırmayı amaçlamıştır. Nitel olan bu çalışma, bu öğrencilerin başarılarını en etkili şekilde destekleyen önerileri ortaya çıkarmak için onların harmanlanmış öğretimle deneyimlerini, öğrencilerin kendi perspektiflerinden inceler. Çalışmanın katılımcıları için, bir Türk üniversitesinin İngilizce hazırlık programına kayıtlı olan ve başlangıç A1 seviyesini tekrar eden mühendislik öğrencilerinden oluşan bir sınıf seçilmiştir. Harmanlanmış eğitim programı a) beklenenden daha az başarı göstermiş öğrencilerin önceki resmi ve gayri resmi geri bildirimlerine, b) araştırmacının aynı ortamdaki dokuz yıllık öğretim ve araştırma deneyimine ve c) mevcut literatür bilgisine dayanarak hazırlanmıştır. Program, on iki haftalık bir süre boyunca uygulanmıştır. Öğrencilerin, programla ilgili deneyimleri hakkında bilgi toplamak için haftalık formlar, yarı yapılandırılmış mülakatlar ve sınıf içi tartışmalar hazırlanmıştır. Bulgular içerik analizi yoluyla incelenmiştir. Sonuçlar, harmanlanmış öğretimin bileşenlerinin güçlü ve zayıf yönleri ile ilgili önemli bulguları ortay çıkarmıştır. Ayrıca, analizler, ağırlıklı olarak yüz yüze etkileşimi, geleneksel prosedürleri ve öğretmenin birebir dikkatiyle kolaylaştırılan ilgi çekici ve bağlamsallaştırılmış bir tasarımı tercih ettiklerini gösterdi. Bu bulgular, İngilizce yabancı dilini öğrenirken beklenenden daha az başarı göstermiş öğrenciler için harmanlanmış öğretim tasarlarken dikkat edilmesi gereken önemli bulguları ortaya çıkarmıştır.

Anahtar Kelimeler

• harmanlanmış öğretim
• beklenenden daha az başarı göstermiş öğrenciler
• öğrencilerin bakışaçıları
• yabancı dil eğitim olarak ingilizce
• üretmek için dil becerileri

Kaynakça

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