ESL teachers and students' perceptions toward blended learning during Covid -19 pandemic

Abstract

The global disruption caused by the COVID-19 epidemic has unquestionably created untold, indescribable, and pervasive issues in the Philippines' educational system. Teachers have been challenged with implementing distance learning modes from the beginning of the pandemic, often without adequate guidance, training, or resources. The researcher was inspired by the influence of COVID 19 on professors and students at Bulacan State University to investigate the feasibility of establishing a transformative learning process that is flexible in context and practice. This study looked at how teachers and students felt about using a variety of blended learning methodologies. It used a mixed method to investigate the relationship between students' and instructors' perceptions of blended language instruction, as well as Creswell's explanatory sequential research design. Thirty (30) students and twenty (20) English faculty members from the chosen university took part in the study. Qualitative and quantitative research tools were used. The data was collected through two questionnaires. For in-depth investigation, semi-structured, virtual interviews were conducted with a focus group composed of deliberately selected five (5) students and five (5) faculty. Overall, the participants were unanimous in their perceptions that Blended Learning did not positively impact the learning of the students in their course "Purposive Communication".

A Meta-Analysis on Publications for Lecturers’ Perception of Blended Learning in Higher Education From 2020-2022

“…In Leon's (2022) study titled "ESL Teachers and Students' Perceptions toward Blended-Learning during COVID-19 Pandemic," it was found that the participants shared a common view that blended learning did not have a favorable effect on students' learning in the "Purposive Communication" course (Leon, 2022).…”