Construction and Application of Task-based Blended Learning Model in a University EFL Listening and Speaking Course

Lu, Hua

doi:10.1145/3568739.3568741

Cited by 1 publication

(1 citation statement)

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“…Additionally, BL in language teaching can effectively enhance the learning motivation of EFL learners (Chen, 2020;Kim, 2017) and contribute to their academic achievement (Rankin, 2022). Specifically, BL was reported to lead to significant improvements in certain language skills, including reading (Ghazizadeh & Fatemipour, 2017;Shang, 2021) , writing (Lam et al, 2018), as well as speaking and listening (Lu, 2022).Furthermore, the integration of technology in language teaching and learning was reported to enhance EFL learners' courserelated activities (Wang et al, 2021). In general, most of the research has demonstrated that BL has the potential to improve the language proficiency of EFL learners and gain positive learner perceptions from learners (Bolandifar, 2017;Chen, 2020;Djiwandono, 2018;Ghazizadeh & Fatemipour, 2017;Gulnazet al, 2020;Wang et al, 2021;Yang & Kuo, 2023).…”

Section: Understanding Blended Learning and Learner Autonomymentioning

confidence: 99%

Attitudes and Perceptions of English as a Foreign Language Students on Blended Learning and Learner Autonomy in a Private University of China

Cao,

Jeyaraj,

Razali

2024

IJLTER

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Blended learning (BL) is becoming increasingly popular and a trend in higher education in the twenty-first century. The purpose of this study was to explore the attitudes and perceptions of English as a Foreign Language (EFL) learners toward the current implementation of BL and their learner autonomy (LA) development in a private university in China. It employed a qualitative case study, and the data was collected from five undergraduate students majoring in English through interviews, observations and reflective journals. Through thematic analysis of the data, the study concluded that EFL students at this university generally held negative attitudes toward the BL model and perceived the development of LA in this model as ineffective. Four themes related to the negative attitudes and perceptions emerged. First, a shortage of time was a common issue among students, and they felt mentally and physically overwhelmed by the blended tasks. Second, there was a lack of complementarity and integration between online and face-to-face instruction in the BL model. Third, students noted a lack of support and timely feedback from teachers in the online part of the BL model. Finally, more supervision was needed in terms of student characteristics. The findings have implications for future BL curriculum design and delivery, pedagogical adjustments and support for autonomous learning. More empirical studies focusing on the pedagogical design and the cultivation of EFL learners’ intrinsic motivation for autonomous English learning in the BL environment are essential to address the current situation.

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