Using Information Technology in English Language Learning Procedure: Blended Learning

Abstract

This research aims to compare blended learning approach to the traditional teaching English for Mechanical Engineering for students at Faculty of Technical Sciences, University of Novi Sad. Data was collected from two groups of students over two semesters and analyzed to determine whether the students who were exposed to the blended environment displayed increased participation in a non-compulsory learning task and higher marks in both in-session and final examinations. The research methodology comprised the t-test and the Levene's test for equality of variances. Results indicated significant improvements in every area of language teaching, supplying valuable evidence that the adoption of a blended approach in learning English for Specific Purposes in higher education can appreciably enhance students' results and experience by providing a more studentcentered learning environment.

Reference models and competitiveness: an empirical test of the management excellence model (MEG) in Brazilian companies

“…Although the construct 'Information and Knowledge' accounted for the construct 'Strategy and Plans' (H2; p , .01; weight b = 0.31), it still had less relevance than what was observed for the construct 'Leadership'. Both results reinforce the strategic role of information management as grounds for strategy (Drnevich & Croson, 2013) and human resources management (Moustaghfir, 2009). However, they also highlight that best practices cannot be accomplished without a strong sense of corporative governance and leadership (Ladzani et al, 2012).…”

“…In the day-to-day practices of people management, innumerous data sources are needed, not only in the administrative processes but also in the development of competencies and practices for promoting well-being in the work environment (Drnevich & Croson, 2013). Moreover, the existence of information and knowledge management systems is crucial to people management as a mediator of performance (Lee et al, 2003).…”

Review on Blended Learning: Identifying the Key Themes and Categories

“…Ruokonen and Ruismä ki [69] conducted a qualitative case study of 16 students' experiences of studying group composing in a blended learning environment. There are 9 articles for comparative studies, in which 5 of them are comparisons between blended and face-to-face learning [51], [70]- [73]. Smith [51] explored the impact of blended vs. face-to-face tuition over one year in a K-12 school in Auckland, New Zealand.…”

“…Vernadakis, et al [72] investigated the impact of traditional and blended instruction in studentś performance in a Physical Education in Early Childhood course. Šafranj [73] compared blended learning approach to the traditional teaching English for Mechanical Engineering for students at Faculty of Technical Sciences, University of Novi Sad. 2 of them are comparisons between blended and online learning [46], [74].…”

Teaching Language and Teaching Literature in Virtual Environment by Maria Luisa Carrio-Pastor (eds)., Springer Verlag, Singapore, 2019. XXI+293 pp. ISBN 978-981-13-1358-5 (eBook)

“…Technology has widely changes the practice of education in general as well as English language teaching, in particular. It influences students' participation and engagement, the way the lesson is delivered, the modes the language is studied in and outside the classroom, and it also greatly improves the learning process and the relationship between the teacher and the students (Šafranj, 2013;Fuster & Clavel, 2010;Chambers & O'Sullivan, 2004). Technology has positive effects on learners' attitudes, thinking skills, autonomous learning, as well as learner confidence building.…”