Teachers' and Students' Perceptions on Blended Learning in Tertiary English Language Courses: A Match?

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dc.citation.issue6
dc.citation.volume8
dc.contributor.authorTongpoon-Patanasorn A
dc.contributor.authorWhite C
dc.date.accessioned2024-10-23T20:13:21Z
dc.date.available2024-10-23T20:13:21Z
dc.date.issued2020-06
dc.description.abstractAlthough blended learning has long been recognized in the field of English language teaching, it is often claimed that it has not reached its optimal level of effectiveness in this area. This study aims to examine teachers' and students' perceptions of the design of blended learning in English language courses. The study participants consisted of five English teachers, each of whom had over a year of experience in teaching blended learning courses, and thirty-six students majoring in English. The data were collected using semi-structured interviews with teacher participants and focus group interviews with student participants. The interviews were conducted using both face-To-face and phone conversations; each interview lasted about one hour. The focus group interviews were conducted with four to five student participants at a time, and each interview lasted about one hour. Conversations with both the teacher and student participants were conducted in their first language to allow for greater insight. The data from the interviews were transcribed and coded using Atlast.ti, and they were then analyzed using content analysis. To validate the results, the emergent themes were reviewed by the participants. The results revealed that both teachers and students were ready for this new form of language teaching. What is needed is teachers' professional training on how to design blended learning courses beyond the course management system level and how to raise and maintain students' motivation for online learning. Unsurprisingly, teachers are viewed as the main agents in enabling successful English language learning.
dc.description.confidentialfalse
dc.edition.editionJun 2020
dc.format.pagination2455-2463
dc.identifier.citationTongpoon-Patanasorn A, White C. (2020). Teachers' and Students' Perceptions on Blended Learning in Tertiary English Language Courses: A Match?. Universal Journal of Educational Research. 8. 6. (pp. 2455-2463).
dc.identifier.doi10.13189/ujer.2020.080629
dc.identifier.eissn2332-3213
dc.identifier.elements-typejournal-article
dc.identifier.issn2332-3205
dc.identifier.urihttps://mro.massey.ac.nz/handle/10179/71834
dc.languageEnglish
dc.publisherHorizon Research Publishing
dc.publisher.urihttps://www.hrpub.org/journals/article_info.php?aid=9296
dc.relation.isPartOfUniversal Journal of Educational Research
dc.rights(c) The author/sen
dc.rights.licenseCC BYen
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/en
dc.subjectBlended Learning
dc.subjectTeachers' Perception
dc.subjectStudents' Perception
dc.titleTeachers' and Students' Perceptions on Blended Learning in Tertiary English Language Courses: A Match?
dc.typeJournal article
pubs.elements-id433081
pubs.organisational-groupOther
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