Blended Learning in L2: Motivation or De-Motivation?

Rasskazova, Tatiana; Dubina, Nadezhda; Yedik, Nadezhda; Aksenova, Victoria

doi:10.21125/inted.2019.1548

Cited by 2 publications

(2 citation statements)

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“…As a result, demotivation was found among students taking English Fundamentals courses. This finding agreed with the study of Rasskazova (2019), in which online components were seen as a demotivating tool. However, this finding did not resonate with many previous studies in which BL motivated students to interact and engage in the language learning process (Akbarov, Gönen & Aydoğan, 2018;Banditvilai, 2016;Ja'ashan, 2015).…”

Section: Applying Online Knowledge In Class Activitiessupporting

confidence: 91%

Teaching English as a Second Language in Vietnam: Transitioning from the Traditional Learning Approach to the Blended Learning Approach

et al. 2021

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Although blended learning (BL) has been utilized in English language teaching globally for the past few decades, it is a new phenomenon in the Vietnamese context. Little research has been done to simultaneously investigate how students and lecturers perceive blended learning implementation for English as a foreign language (EFL) teaching and learning in Vietnam, particularly within the higher education context. This study thus aims to investigate lecturers’ and students’ perspectives on BL implementation in an English Fundamentals course at a polytechnic in Hanoi, Vietnam. Data was collected via an online survey of 1500 non-English majors in the Fall 2019 semester and via interviews with 5 full-time EFL lecturers. The findings revealed that lecturers and students had positive perceptions of BL. For lecturers, the implementation of BL impacted their teaching approach and shifted the teaching of grammar and vocabulary from face-to-face to self-studying grammar and vocabulary using online lessons, devoting more in-class time to practicing speaking. Students meanwhile revealed that BL helped them develop self-autonomy of learning.

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Section: Applying Online Knowledge In Class Activitiessupporting

confidence: 91%

Teaching English as a Second Language in Vietnam: Transitioning from the Traditional Learning Approach to the Blended Learning Approach

et al. 2021

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“…Absence of institutional policies to guide the implementation of BL, lack of infrastructure to support BL integration and Faculty's technological competencies to teach in BL mode have been cited (Rasskazova et al, 2019;Singh and Hardaker, 2014;Ocak, 2011). Furthermore, poor institutional change management practices that fail to obtain stakeholder buy in and the negative perceptions and attitudes about BL held by faculty contribute to failed BL implementation (Alghanmi, 2014).…”

Section: Introductionmentioning

confidence: 99%

Transitioning into Fully Blended Learning: A Model for Faculty Blended Learning Adoption

Antwi-Boampong

2023

NB!ICT

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Higher education institutions the world over is turning to Blended Learning (BL) as the preferred teaching and learning delivery approach. However, to attain campus-wide adoption requires an understanding of the influencing factors that motivate academics towards teaching in BL mode. Given this context, this paper presents findings from a qualitative study that investigates the lived experiences of academics as they adopt BL for teaching and learning in a Ghanaian university. Adopting a Grounded Theory as the methodology for this research within a sequential qualitative research design, data was collected from multiple sources. Primary data was obtained from in-depth interviews of 22 academics carried out to understand how they construct and navigate the BL teaching experiences. Secondary data was obtained from policy documents, faculty training signing sheets and Learning Management Systems (LMS) activity logs. The data was analysed using the constant comparative method and thematic analysis and triangulated to organize the themes and concepts for the proposed model. The outcome of the analytical process is theorized into an adoption model and grounded in the literature. The findings of the research provide very useful and practical model for administrators to stimulate Faculty motivation as they embark on BL implementation. The model indicates that external and internal environmental factors stimulate Faculty motivation to make a choice regarding the teaching modalities they prefer. It posits that as Faculty members begin to implement teaching process using technology, they become sensitized and begin to internalize the differences between the two teaching modalities/models and thus decide to adopt BL based on the level of implicit and explicit motivational factors that exist within the faculty members and the university.

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Blended Learning in L2: Motivation or De-Motivation?

Cited by 2 publications

References 0 publications

Teaching English as a Second Language in Vietnam: Transitioning from the Traditional Learning Approach to the Blended Learning Approach

Teaching English as a Second Language in Vietnam: Transitioning from the Traditional Learning Approach to the Blended Learning Approach

Transitioning into Fully Blended Learning: A Model for Faculty Blended Learning Adoption

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