Investigating the Effectiveness of Blended Learning Approach and Perceptions of EFL Learners' Listening Performance at the Saudi Electronic University
Investigating the Effectiveness of Blended Learning Approach and Perceptions of EFL Learners' Listening Performance at the Saudi Electronic University

Author: Malak Ibraheem Al-Mansour ; supervisor Majid Al-Khataybeh

Publisher: (Ph.D.)-Al-Imam Muhammad Ibn Saud Islamic University, 2019

Published: 2019-11-28

Total Pages: 280

ISBN-13:

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Abstract This study focuses on the use of the blended learning approach in the Saudi EFL context, investigating the advantages and disadvantages of its application in Saudi Electronic University, against a more conventional approach used at Imam Muhammad Ibn Saud Islamic University. This study also investigates perceptions of students concerning this particular approach. The opinions of instructors are also surveyed in order to identify the challenges and obstacles that they have found in employing it. The study also examines possible differences in performance by comparing five colleges where the approach has been used. For this purpose, 475 students and 12 instructors participated in this study who were studying or working in either SEU or Imam Muhammad Ibn Saud Islamic University during the first semester of the academic year 1439/1440 from Riyadh female campus. The findings indicated that the students’ results are better using the blended learning approach in their listening performance, also there is a statistically significant difference in the students’ satisfaction in the listening course between the conventional method which is used at Imam Muhammad Ibn Saud Islamic University and the blended learning approach at Saudi Electronic University in favor of blended learning approach at the SEU, and there is a strongly statistically significant difference in students’listening performance between colleges in favour of college of science and theoretical studies. Finally, the study suggests that further research should be conducted on the use BL in teaching other language skills such as, reading, speaking and writing. Key words: Blended learning, listening performance, Saudi Electronic University

EFL Learners' Task Perceptions and Agency in Blended Learning
EFL Learners' Task Perceptions and Agency in Blended Learning

Author: Joannis Kaliampos

Publisher: Narr Francke Attempto Verlag

Published: 2022-09-05

Total Pages: 381

ISBN-13: 3823303848

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How does foreign language learners' agency emerge at the micro-level of classroom activity during the enactment of digitally-enhanced tasks, and how do these learners exercise their agency digitally within and beyond the classroom? Drawing on research in task-based and computer-assisted language learning, this mixed-methods study uncovers key dimensions of "learner agency" - a newcomer to the field of language teaching methodology and applied linguistics. The analysis centers on three case studies of teenage students' perceptions and handling of digitally-enhanced language learning tasks. These are complemented with a Germany-wide questionnaire survey among participants in the U.S. Embassy School Election Project - an intercultural, blended language learning project that has drawn over 15,000 participants since 2012.

Visions and Concepts for Education 4.0
Visions and Concepts for Education 4.0

Author: Michael E. Auer

Publisher: Springer Nature

Published: 2021-02-05

Total Pages: 572

ISBN-13: 3030672093

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This book contains papers in the fields of Interactive, Collaborative, and Blended Learning; Technology-Supported Learning; Education 4.0; Pedagogical and Psychological Issues. With growing calls for affordable and quality education worldwide, we are currently witnessing a significant transformation in the development of post-secondary education and pedagogical practices. Higher education is undergoing innovative transformations to respond to our urgent needs. The change is hastened by the global pandemic that is currently underway. The 9th International Conference on Interactive, Collaborative, and Blended Learning: Visions and Concepts for Education 4.0 was conducted in an online format at McMaster University, Canada, from 14th to 15th October 2020, to deliberate and share the innovations and strategies. This conference’s main objectives were to discuss guidelines and new concepts for engineering education in higher education institutions, including emerging technologies in learning; to debate new conference format in worldwide pandemic and post-pandemic conditions; and to discuss new technology-based tools and resources that drive the education in non-traditional ways such as Education 4.0. Since its beginning in 2007, this conference is devoted to new learning approaches with a focus on applications and experiences in the fields of interactive, collaborative, and blended learning and related new technologies. Currently, the ICBL conferences are forums to exchange recent trends, research findings, and disseminate practical experiences in collaborative and blended learning, and engineering pedagogy. The conference bridges the gap between ‘pure’ scientific research and the everyday work of educators. Interested readership includes policymakers, academics, educators, researchers in pedagogy and learning theory, school teachers, industry-centric educators, continuing education practitioners, etc.

The Effect of Blended Learning on Oral Skills
The Effect of Blended Learning on Oral Skills

Author: Basmah Al-Saleem

Publisher: LAP Lambert Academic Publishing

Published: 2011-04

Total Pages: 200

ISBN-13: 9783844332452

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Blended Learning Improves Oral Skills The objectives of this book were to investigate the effect of using blended learning on EFL students' oral skills and teacher and student perceptions of its utility and their suggestions to improve the use of BL in the Jordanian schools. The book improves that BL enhanced the oral skills of students. Second, EFL teachers played new roles while implementing BL to teach the oral skills. The implementation of BL lessons occurred through three stages; pre-lab stage, lab stage, and post lab stage. Third, EFL teachers' perceptions indicated that they used the term supplement because they did not frequently replace face-to-face classes with online classes. They supplemented classes with interactive teaching pedagogy. Fourth, the results of EFL students' perceptions suggested that by combining elements of both face-to face and online courses, blended courses could create a positive learning environment. Finally, the respondents suggested more training programs in the implementation of BL, financial support for schools to prepare a suitable infrastructure for the best implementation of BL.

Preparing for Blended E-learning
Preparing for Blended E-learning

Author: Allison Littlejohn

Publisher: Routledge

Published: 2007-04-25

Total Pages: 270

ISBN-13: 1134140746

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Covering theory where useful, but maintaining an emphasis on practice, this helpful book provides teachers and lecturers with an accessible introduction to e-learning.

Using Blended Learning for Enhancing EFL Prospective Teachers' Pedagogical Knowledge and Performance
Using Blended Learning for Enhancing EFL Prospective Teachers' Pedagogical Knowledge and Performance

Author: Mohamed Farrag Badawi

Publisher:

Published: 2009

Total Pages: 31

ISBN-13:

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The basic objective of the present study is to investigate the effectiveness of using blended learning model in developing EFL prospective teachers' pedagogical knowledge and performance. The study sample included 38 EFL Saudi prospective teachers (fourth-year students) at the Faculty of Education & Arts, University of Tabuk, KSA. To collect the data required, a blended TEFL course, a pedagogical knowledge test, and a pedagogical performance scale were designed and implemented. During the first term of the academic year 2008-2009, the participants were divided into two equal groups in terms of their number, accumulative grade point, and pedagogical knowledge. The first group studied four TEFL units using the traditional face-to-face model, while the second group studied the same four units using the suggested blended learning model. Results of the pedagogical knowledge test revealed that the mean scores of the EFL prospective teachers in the blended group surpassed the mean scores of those who were in the traditional face-to-face group. In addition, there were no significant differences between the two groups in terms of their mean scores on the pedagogical performance scale. The main conclusion was that blended learning model was more effective than face-to-face learning in developing EFL prospective teachers' pedagogical knowledge. However, both blended learning and face-to-face proved to have almost the same effectiveness in developing EFL prospective teachers' pedagogical performance. (Contains 4 tables.).

The Roles of Social Media in Education: Affective, Behavioral, and Cognitive Dimensions
The Roles of Social Media in Education: Affective, Behavioral, and Cognitive Dimensions

Author: Hung Phu Bui

Publisher: Frontiers Media SA

Published: 2023-10-24

Total Pages: 206

ISBN-13: 2832536484

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technologies, in education. A large body of research has attempted to measure the extent to which social media change human communication. In education, researchers and educators have employed social media to increase students’ engagement inside and outside the classroom. They have been exploring the effects of the use of social media on the learning outcome, and learners’ beliefs and experiences. However, some of their endeavors are inconclusive. As the effects of social media in education are context-sensitive, research results reflecting different contexts around the world will contribute to the literature on social media and education. Student engagement in learning, a growing interest in educational research, is widely believed to contribute to the success of learning. The contemporary literature shows that students can engage in learning affectively, behaviorally, and cognitively. Recent studies are also interested in using technology to mediate students’ social and metacognitive engagement in learning. As student engagement is a multidimensional area, interdisciplinary studies have recently expanded their literature. The use of social media to increase student engagement in learning remains underexplored.

E-Learning
E-Learning

Author: Bryn Holmes

Publisher: SAGE

Published: 2006-06

Total Pages: 208

ISBN-13: 9781412911115

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e-Learning is now an essential component of education. Globalization, the proliferation of information available on the Internet and the importance of knowledge-based economies have added a whole new dimension to teaching and learning. As more tutors, students and trainees, and institutions adopt online learning there is a need for resources that will examine and inform this field. Using examples from around the world, the authors of e-Learning: Concepts and Practices provide an in-depth examination of past, present and future e-learning approaches, and explore the implications of applying e-learning in practice. Topics include: educational evolution enriching the learning experience learner empowerment design concepts and considerations creation of e-communities communal constructivism. This book is essential reading for anyone involved in technology enhanced learning systems, whether an expert or coming new to the area. It will be of particular relevance to those involved in teaching or studying for information technology in education degrees, in training through e-learning courses and with developing e-learning resources.