Blended Learning in University Writing Classes - Efficiency and Attitude
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Published:
Dec 23, 2020
Keywords:
blended learning mixed method technological applications teaching techniques teaching writing
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Abstract
In the era of developing technology, especially the Fourth Industrial Revolution, the field of education is witnessing heavy implementation of emerging technologies for teaching and learning, including applications, software, and online courses. However, any piece of technology would bring both advantages and drawbacks. Therefore, blended learning has caught the attention and consideration of all the people involved. This study investigated the impacts of blended learning on writing skills for university students, aiming to figure out the effectiveness and students’ attitude towards this study mode. Fifty-six pre-intermediate students with little or no formal instructions on how to utilize technology in learning essay writing were selected. A combination of experimental design and questionnaires was used, giving the treatment participants alternative learning experiences through a variety of technology applications beside the traditional method. Data from pre-tests and post-tests taken from the eight-week period revealed that students in the experimental groups outperformed those in the control group on the aspects of topic development, essay organization, and lexical usage. Results of the questionnaires delivered at the end of the course showed very positive feedback towards this blended mode in terms of effectiveness, involvement and collaboration. Yet, some drawbacks reported by the participants were worth our mindfulness and consideration when applying this model in a larger scale.
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References
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language course: students’ perceptions of appropriateness for the development of skills and
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Social and Behavioral Sciences, 206, 215-218.
Castro, R. (2019). Blended learning in higher education: Trends and capabilities. Education
and Information Technologies, 24(4), 2523-2546.
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environment: Effects on EFL students’ writing apprehension and writing
performance. English Language Teaching, 9(6), 229-241.
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Educational Technology in Higher Education, 15(1), 3-16.
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in elementary school: A longitudinal investigation of their association. Child Development,
87(1), 165-175.
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environments. Educational Sciences: Theory and Practice, 13(1), 362-367.
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learning and problem-based learning in EFL writing class: Teachers’ and students’
perspectives. International Journal of Instruction, 11(4), 657-672.
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McCray, G. E. (2000). The hybrid course: Merging on-line instruction and the traditional
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Malaysia. Computers & Education, 130, 94-104.
Nguyen, L. V. (2010). Computer mediated collaborative learning within a communicative
language teaching approach: a sociocultural perspective. The Asian EFL Journal
Quarterly, 12(1), 202-233.
Ongardwanich, N., Kanjanawasee, S., & Tuipae, C. (2015). Development of 21st century skill
scales as perceived by students. Procedia-Social and Behavioral Sciences, 191, 737-741.
Oxford, R., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical
framework. The Modern Language Journal, 78(1), 12-28.
Pop, A., & Slev, A. M. (2012). Maximizing EFL learning through blending. Procedia-Social
and Behavioral Sciences, 46, 5516-5519.
Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component
of blended learning: A systematic review. Computers & Education, 144, 103701-103717.
Prensky, M. (2001). Digital natives, digital immigrants part 1. On the horizon, 9(5), 1-6.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching.
Cambridge: Cambridge University Press.
Shahriarpour, N. (2014). On the effect of playing digital games on Iranian intermediate EFL
learners’ motivation toward learning English vocabularies. Procedia-Social and
Behavioral Sciences, 98, 1738-1743.
Stein, J., & Graham, C. R. (2014). Essentials for Blended Learning: A Standards-Based
Guide. New York: Routledge.
Stephens, O. S., & Sanderson, I. J. (2019). The Recast: Frequency and Effectiveness in EFL
Communicative Language Schools in Thailand. THAITESOL Journal, 32(2), 1-16.
Tananuraksakul, N. (2014). Use of Facebook group as blended learning and learning
management system in writing. Teaching English with Technology, 14(3), 3-15.
Thi, P. D. H. (2019). Vietnamese Teachers’ Perceptions of Integrating Intercultural
Communicative Competence (ICC) into Business English Teaching. THAITESOL
Journal, 32(2), 17-31.
Thorne, K. (2003). Blended Learning: How to Integrate Online & Traditional Learning.
London: Kogan Page.
Tran, K. N. N. (2016). The adoption of blended E-learning technology in Vietnam using a
revision of the technology acceptance model. Journal of Information Technology
Education, 15, 253-282.
Xu, D., Glick, D., Rodriguez, F., Cung, B., Li, Q., & Warschauer, M. (2020). Does blended
instruction enhance English language learning in developing countries? Evidence from
Mexico. British Journal of Educational Technology, 51(1), 211-227.
Zhang, W., & Zhu, C. (2020). Blended learning as a good practice in ESL courses compared
to F2F learning and online learning. International Journal of Mobile and Blended
Learning (IJMBL), 12(1), 64-81.
Zhang, Y. (2010). Cooperative language learning and foreign language learning and teaching. Journal of Language Teaching and Research, 1(1), 81-83.
Willging, P. A., & Johnson, S. D. (2009). Factors that influence students' decision to dropout
of online courses. Journal of Asynchronous Learning Networks, 13(3), 115-127.
approach to improve writing abilities. International Journal of Humanities and Social
Science, 3(9), 254-266.
Ashraf, H., Motlagh, F. G., & Salami, M. (2014). The impact of online games on learning
English vocabulary by Iranian (low-intermediate) EFL learners. Procedia-Social and
Behavioral Sciences, 98, 286-291.
Bersin, J. (2004). The Blended Learning Book: Best Practices, Proven Methodologies, and
Lessons Learned. CA: John Wiley & Sons.
Bonk, C. J., & Graham, C. R. (2012). The Handbook of Blended Learning: Global
Perspectives, Local Designs. CA: John Wiley & Sons.
Bueno-Alastuey, M. C., & López Pérez, M. V. (2014). Evaluation of a blended learning
language course: students’ perceptions of appropriateness for the development of skills and
language areas. Computer Assisted Language Learning, 27(6), 509-527.
Buran, A., & Filyukov, A. (2015). Mind mapping technique in language learning. Procedia-
Social and Behavioral Sciences, 206, 215-218.
Castro, R. (2019). Blended learning in higher education: Trends and capabilities. Education
and Information Technologies, 24(4), 2523-2546.
Challob, A. A. I., Bakar, N. A., & Latif, H. (2016). Collaborative blended learning writing
environment: Effects on EFL students’ writing apprehension and writing
performance. English Language Teaching, 9(6), 229-241.
Dörnyei, Z., & Csizér, K. (1998). Ten commandments for motivating language learners:
Results of an empirical study. Language teaching research, 2(3), 203-229.
Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended
learning: The new normal and emerging technologies. International Journal of
Educational Technology in Higher Education, 15(1), 3-16.
Garon-Carrier, G., Boivin, M., Guay, F., Kovas, Y., Dionne, G., Lemelin, J., Seguin, J. R.,
Virtaro, F. & Tremblay, R. E. (2015). Intrinsic motivation and achievement in mathematics
in elementary school: A longitudinal investigation of their association. Child Development,
87(1), 165-175.
Gecer, A. (2013). Lecturer-student communication in blended learning
environments. Educational Sciences: Theory and Practice, 13(1), 362-367.
Ghufron, M. A., & Ermawati, S. (2018). The strengths and weaknesses of cooperative
learning and problem-based learning in EFL writing class: Teachers’ and students’
perspectives. International Journal of Instruction, 11(4), 657-672.
Hew, K. F., & Cheung, W. S. (2014). Using Blended Learning: Evidence-Based Practices.
New York: Springer.
Howarth, M., & Bollen, D. (2019). Student perceptions of an online extensive reading
platform. The Bulletin of Sojo University, 44, 145-151.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching.
Cambridge: Cambridge University Press.
Johns, T., & Davies, F. (1983). Text as a vehicle for information: The classroom use of
written texts in teaching reading as a foreign language. Reading in a Foreign Language,
1(1), 1-19.
Kazmer, M. M. (2000). Coping in a distance environment: Sitcoms, chocolate cake and
dinner with a friend. First Monday, 5(9). DOI: https://doi.org/10.5210/fm.v5i9.791
Keles, Ö. (2012). Elementary teachers' views on mind mapping. International Journal of
Education, 4(1), 93-100.
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, 14(1), 1-20.
Korkmaz, Ö. (2012). A validity and reliability study of the Online Cooperative Learning
Attitude Scale (OCLAS). Computers & Education, 59(4), 1162-1169.
Laal, M., Laal, M., & Kermanshahi, Z. K. (2012). 21st century learning: Learning in
collaboration. Procedia-Social and Behavioral Sciences, 47, 1696-1701.
Le, V. C., & Nguyen, T. N. (2017). National Foreign Language Project 2020 – What
experience to withdraw from Asia? Foreign Research Journal, 33(4), 10-23.
Majid, A. H. A., Stapa, S. H., & Keong, Y. C. (2015). Blended scaffolding strategies through
Facebook for learning and improving the writing process and writing performance. e-
Bangi, 12(4), 31-39.
McCray, G. E. (2000). The hybrid course: Merging on-line instruction and the traditional
classroom. Information Technology and Management, 1(4), 307-327.
Moghavvemi, S., Paramanathan, T., Rahin, N. M., & Sharabati, M. (2017). Student’s
perceptions towards using e-learning via Facebook. Behaviour & Information
Technology, 36(10), 1081-1100.
Moorthy, K., T'ing, L. C., Wei, K. M., Mei, P. T. Z., Yee, C. Y., Wern, K. L. J., & Xin, Y. M.
(2019). Is facebook useful for learning? A study in private universities in
Malaysia. Computers & Education, 130, 94-104.
Nguyen, L. V. (2010). Computer mediated collaborative learning within a communicative
language teaching approach: a sociocultural perspective. The Asian EFL Journal
Quarterly, 12(1), 202-233.
Ongardwanich, N., Kanjanawasee, S., & Tuipae, C. (2015). Development of 21st century skill
scales as perceived by students. Procedia-Social and Behavioral Sciences, 191, 737-741.
Oxford, R., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical
framework. The Modern Language Journal, 78(1), 12-28.
Pop, A., & Slev, A. M. (2012). Maximizing EFL learning through blending. Procedia-Social
and Behavioral Sciences, 46, 5516-5519.
Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component
of blended learning: A systematic review. Computers & Education, 144, 103701-103717.
Prensky, M. (2001). Digital natives, digital immigrants part 1. On the horizon, 9(5), 1-6.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching.
Cambridge: Cambridge University Press.
Shahriarpour, N. (2014). On the effect of playing digital games on Iranian intermediate EFL
learners’ motivation toward learning English vocabularies. Procedia-Social and
Behavioral Sciences, 98, 1738-1743.
Stein, J., & Graham, C. R. (2014). Essentials for Blended Learning: A Standards-Based
Guide. New York: Routledge.
Stephens, O. S., & Sanderson, I. J. (2019). The Recast: Frequency and Effectiveness in EFL
Communicative Language Schools in Thailand. THAITESOL Journal, 32(2), 1-16.
Tananuraksakul, N. (2014). Use of Facebook group as blended learning and learning
management system in writing. Teaching English with Technology, 14(3), 3-15.
Thi, P. D. H. (2019). Vietnamese Teachers’ Perceptions of Integrating Intercultural
Communicative Competence (ICC) into Business English Teaching. THAITESOL
Journal, 32(2), 17-31.
Thorne, K. (2003). Blended Learning: How to Integrate Online & Traditional Learning.
London: Kogan Page.
Tran, K. N. N. (2016). The adoption of blended E-learning technology in Vietnam using a
revision of the technology acceptance model. Journal of Information Technology
Education, 15, 253-282.
Xu, D., Glick, D., Rodriguez, F., Cung, B., Li, Q., & Warschauer, M. (2020). Does blended
instruction enhance English language learning in developing countries? Evidence from
Mexico. British Journal of Educational Technology, 51(1), 211-227.
Zhang, W., & Zhu, C. (2020). Blended learning as a good practice in ESL courses compared
to F2F learning and online learning. International Journal of Mobile and Blended
Learning (IJMBL), 12(1), 64-81.
Zhang, Y. (2010). Cooperative language learning and foreign language learning and teaching. Journal of Language Teaching and Research, 1(1), 81-83.
Willging, P. A., & Johnson, S. D. (2009). Factors that influence students' decision to dropout
of online courses. Journal of Asynchronous Learning Networks, 13(3), 115-127.