Implementation of Blended Learning in English as a Lingua Franca (Elf)-Aware Pre-Service Teacher Education

Abstract

Blended learning which synthesizes face-to-face instruction with distance education opportunities in educationally meaningful ways aims to take advantage of the affordances of both genuine and virtual types of teaching and ubiquitously equip learners without the limitation of time and space. Blended learning has been integrated into several pre-service teacher education courses to soundly cultivate teacher candidates with the efficient use of online and class time. Yet, to date, there has been no research on the use of blended learning in English as a lingua franca (ELF)-aware pre-service teacher education. This study aims to introduce an intensive blended learning model devised to raise ELF-awareness of pre-service teachers via critical reflection and investigate its effectiveness through their views. The data were collected by a questionnaire with closedand open-ended items and semi-structured interviews and analyzed via quantitative and qualitative analysis. The findings showed the blended learning model was rated to be effective in raising ELF-awareness of the participants. The advantages of the model were also reported along with challenges and the ways to address them. Overall, the results indicate a high level of satisfaction about the model and it is suggested blended learning be used in pre-service teacher education contexts.

Google Classroom Assisted Blended Learning Model in Islamic Religious Education Curriculum Development Course

“…Blended learning or in other terms Hybrid course is defined as a learning process that combines face-to-face learning and computer-based learning, both online and offline. In blended learning, students not only get a learning experience when accompanied by lecturers in class and outside the classroom, but also get a wider learning experience independently (Kemaloglu & Bayyurt, 2022).…”

Applied linguistics and language education research in Turkey: 2016–2022

“…The fields of applied linguistics and language education in Turkey between the years of 2016–2022 have definitely witnessed a tremendous growth in new areas of research such as ELF and WE (e.g., Biricik Deniz et al 2020; Kemaloğlu-Er & Bayyurt, 2022); more engagement with the native speaker fallacy – though as we discussed above, the dichotomy of NNEST and NEST still remains; and the use of new and innovative methodologies such as eye tracking (e.g., Dolgunsöz and Sarıçoban, 2016; Uludağ, 2020a). Similar to our previous review, conversation analysis still remains as an approach adopted by a small group of scholars in Turkey who are interested in the micro-analysis of teacher-student and student-student interactions in the language classroom.…”

“…5.4. Teaching English as a lingua franca (ELF) and World Englishes (WE) Among the relevant studies that have been published in recent years, most seem to focus on attitudes towards ELF/WEs, either in relation to participants' current awareness and openness towards ELF/ WEs (Altınmakas et al, 2019;Cesur & Balaban, 2020;Çeçen & Serdar Tülüce, 2019;Geçkinli & Yılmaz, 2021;Yücedağ & Karakaş, 2019), or in relation to the changes in attitudes following specific training, out-of-class communications in English, or experience abroad (Biricik Deniz et al, 2020;Irgın, 2020;Kaçar, 2021;Kemaloğlu-Er & Bayyurt, 2022;Uğurlu et al 2022). Çeçen and Serdar Tülüce (2019), for example, examined pre-service EFL teachers' attitudes towards speakers coming from the three 'circles' of English (Kachru, 1985).…”

“…Given that concepts like ELF and WE remain still somewhat new in Turkey and, as the above studies show, less than fully embraced by the individuals who may be using them, it is unsurprising that several studies explored how different experiences may serve to change attitudes about them. Uğurlu et al (2022) conducted a survey with ELT academics and students for the purpose of designing a course on World Englishes and Intercultural Communication, while both Biricik Deniz et al (2020) and Kemaloğlu-Er and Bayyurt (2022) reported on the implementation of pre-service teacher courses designed to introduce students to these concepts. For instance, Biricik Deniz et al's (2020) longitudinal qualitative study describes one university's experience offering a theoretical course on ELF to their 4th year senior ELT students, while also trying to raise their critical awareness of ELF-related pedagogical activities.…”

The Comparative Analysis of Face-To-Face, Distant, and Blended Learning in English Language Teaching

“…The notion, benefits, drawbacks, and differences of distant and blended learning from other methods of education were researched by many scholars (Hall & Knox, 2009;Yilmaz & Malone, 2020;Kim, 2014;Thompson & Whittacker, 2019;Trajanovic et al, 2007;Sakar, 2009;Castro, 2019;White, 2006;Pardede, 2012;Kemaloglu & Bayyurt, 2022). However, we would like to pay attention to using these two education methods in conducting foreign language classes in the University.…”