Academic journal article English Language Teaching

EFL Secondary School Teachers' Views on Blended Learning in Tabuk City

Academic journal article English Language Teaching

EFL Secondary School Teachers' Views on Blended Learning in Tabuk City

Article excerpt

Abstract

The aim of this study is to investigate EFL Secondary School Teachers' Views on Blended Learning. It also aims to investigate (a) the teachers' views on blended learning content and process, and (b) how blended learning is effective in developing teachers' performance. The study sample included 35 EFL Saudi teachers in Tabuk City, KSA. In order to collect the data required, the researchers developed a questionnaire that consisted of two sections, namely, process and content. The results indicate that the teachers' views toward blended learning were generally positive and very promising in both sections. Moreover, it was interesting to see that EFL teachers were highly optimistic about how blended learning would help them in improving their performance and how it would motivate their students to learn English. Finally, there are no significant differences between teachers' responses to the content and process of blended learning, with regards to qualification, experience, and the amount of training done.

Keywords: blended learning, teachers' views, TEFL

1. Introduction

Our life is rapidly changing due to the effect of technology, which according to (Sethy, 2008) "new findings are generated and become established at breathtaking speed". And much has changed in the field of education as part of this revolution. Djiwandono (2013) mentioned that "Learning is no longer confined to the four walls and whiteboard of a classroom", due to a variety of tools and resources that instructors can use to create a rich teaching experience.

In our field of study, which is teaching English as a foreign language (TEFL), we always wondered what has changed in TEFL? What have English teachers done to make learning more about the learners? Teaching English, in our area at least, is still focused on how to teach, not how to learn. Students need to be more involved and more active. Most of their participation in the class consist of just brief and short answers or words, such as, yes and no, which can't help them to improve their English much. Also, there are other factors like shyness, anxiety and the fear of making mistakes which affect their improvement.

On the other hand, e-learning also has some disadvantages such as preventing individuals from socializing, which is the result of the absence of face-to-face communication (Azizan, 2010). That's why there was a need to combine the strengths of both learning environments, e-learning and face-to-face methods, and come up with a new method called blended learning (Azizan, 2010).

1.1 Statement of the Problem

In Saudi Arabia blended learning is mostly used in higher education. But it is rarely seen in secondary schools, even though students at this stage already possess the needed skills to use the internet. When blended learning is used in teaching and learning the target language, it can give a rich experience to both students and teachers. Teachers will have more time to communicate with their students in the class and to try various kinds of activities. It also gives teachers a chance to cover what skill they lack. For example, a suitable accent, by giving their students online sources that could help them. There is thus a necessity for more studies to be conducted in this area.

The present study is concerned with investigating EFL Secondary school teachers' views on using blended learning processes and content in their teaching.

1.2 Research Questions

1- How do Saudi EFL teachers-Tabuk secondary schools perceive blended learning in general?

2- What are these EFL teachers' views on the blended learning process?

3- What are these EFL teachers on blended learning content?

4- How effective in their perspective is blended learning in developing their performance?

5- Are there any significant differences between teachers' responses to the content and process of blended learning, taking into consideration their qualification, experience, and amount of training received? …

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