Students’ attitudes towards blended language courses: A case study
| Autor: | Hatice Karaaslan, Nurseven Kılıç |
|---|---|
| Rok vydání: | 2019 |
| Předmět: |
050101 languages & linguistics
Linguistics and Language 05 social sciences Foreign language 010501 environmental sciences Language acquisition 01 natural sciences Focus group Popularity Language and Linguistics Education Blended learning Social Mathematics education Virtual learning environment Learner autonomy 0501 psychology and cognitive sciences Language proficiency Blended learning student attitudes autonomy language proficiency Psychology Sosyal 0105 earth and related environmental sciences |
| Zdroj: | Volume: 15, Issue: 1 174-199 Journal of Language and Linguistic Studies |
| ISSN: | 1305-578X |
| DOI: | 10.17263/jlls.547699 |
| Popis: | Please fill up the following information accurately. (Please use Times New Roman, 12 pt. Students’ attitudes towards blended language courses: A case studyIn an effort to create enriched language learning environments, language teachers, program and course developers, and publishing companies have long sought novel ideas and alternatives. Thus, a wide range of information and communications technologies, which have manifested themselves in the form of virtual learning environments, web-based platforms, or mobile-assisted applications, have been embraced in the field. With the introduction of new means and platforms for delivering instruction outside the classroom, blended learning, combining e-learning and conventional classroom methods as well as providing room for student control over the learning process, has gained popularity as a promising option. In this case study on a group of second-year English language students at a School of Foreign Languages, the goal was to investigate students’ attitudes towards blended learning with reference to six learning aspects: learning-flexibility, online-learning, study-management, technology-use, classroom-learning, and online-interaction (Tang & Chaw, 2013). Students’ responses to the attitude questionnaire were subjected to descriptive statistical analysis as well as internal consistency tests among subscales. A subsequent focus group meeting was held with a group of 15 students to attain qualitative data on their views and attitudes towards blended learning with respect to their experiences and expectations. High-achievers had a tendency to hold positive attitudes towards all learning aspects while low-achievers required more face-to-face in-class time, interaction and study management support, pointing to possible links among such variables as language proficiency, learner autonomy and attitudes towards blended learning and highlighting how critical student characteristics and attitudes could prove in the implementation process. Information about Author(s)* Author 1 Author (Last name, First name) Karaaslan, HaticeAffiliated institution (University) Ankara Yıldırım Beyazıt UniversityCountry Turkey Email address hkaraaslan@ybu.edu.trDepartment & Rank Corresponding author (Yes/No) Write only one corresponding author. Yes Author 2 Author (Last name, First name) Kılıç, Nurseven Affiliated institution (University) Ankara Yıldırım Beyazıt UniversityCountry Turkey Email address nkilic@ybu.edu.trDepartment & Rank Corresponding author (Yes/No) Author 3 Author (Last name, First name) Affiliated institution (University) Country Email address Department & Rank Corresponding author (Yes/No) Author 4 Author (Last name, First name) Affiliated institution (University) Country Email address Department & Rank Corresponding author (Yes/No) |
| Databáze: | OpenAIRE |
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