Introducing blended learning in the English language classroom: Students’ attitudes and perceptions before and after the course

Abstract

The increased demands for foreign language learning and the dwindling number of contact hours have urged teachers to look for innovative methods of instruction such as blended learning (BL). A study was conducted at a Russian university (The National Research University Higher School of Economics) in order to explore the attitudes and perceptions of the students toward blended learning in the English language classroom. The research instruments were tests and questionnaires administered to students before and after the course. The online portion of the course was realized through the corporate learning management system (LMS). The study revealed a noticeable evolution in students’ perceptions and attitudes towards using blended learning in foreign language instruction. This shift and the consequential outcomes of the study are discussed.

English as a Foreign Language Learning Students’ Perceptions of Blended Learning in University Institutions: A Case Study of a University in UAE

“…Additionally, it is imperative to note that online technologies increase blended learning opportunities by creating a learning environment that impart positive effects on students as well as faculty members [5], [31]; [32]. Particularly, language education teachers expressed positive views regarding online learning and specified the pedagogical benefits related to blended learning and online learning technologies [33].…”