INTRODUCTION
Rationale of the study
In the last decade, the integration of information and communication technology (ICT) in foreign language education has surged, leading to the rise of blended learning as a favored approach in higher education and EFL contexts Blended learning, typically defined as the combination of face-to-face and online instruction, fosters an active learning environment that enhances student outcomes This approach allows educators to offer rich language input and self-paced online learning while promoting interactive and collaborative experiences during in-person classes.
In Vietnam, the implementation of blended learning programs in language courses is limited, particularly in higher education institutions This restriction may stem from the insufficient knowledge of university managers and educators regarding the advantages of blended learning for English as a Foreign Language (EFL) education Additionally, there is a scarcity of research on blended learning within the Vietnamese context, leading to a lack of understanding of student perceptions toward this approach This paper aims to investigate the benefits and challenges of blended learning for students in English speaking classes at a university in Hanoi.
Aims of the study
As blended learning gains traction in higher education, many institutions have adopted it for English courses aimed at non-English major students However, there is a lack of understanding regarding students' perceptions of this learning approach, particularly its effectiveness in enhancing language skills This study aims to explore students' views on a blended learning program that has been in place for over six years The findings could guide the university in refining the program to better serve a wider range of students and improve their overall learning experience Additionally, insights into student perceptions will enable teachers to customize their in-person instruction and better support students in their independent study efforts.
Research questions
Evaluating the effectiveness of blended learning courses requires a deep understanding of students' perceptions This study aims to explore students' views on the benefits of blended learning, as well as the challenges they face To fulfill this goal, the research focuses on key questions related to these opinions.
1 What are EFL students’ opinions on the advantages of blended learning?
2 What are EFL students’ opinions on the challenges of blended learning?
Scope of the study
The chosen university in Vietnam is a pioneer in implementing blended learning for English as a Foreign Language (EFL) education, aiming to enhance students' English communication skills for personal and professional use Non-English major students are required to complete six blended learning courses, which combine online instruction with face-to-face classes focused on improving speaking abilities A study conducted during the first semester of the 2019-2020 academic year involved junior students from five different majors, who participated in five out of six blended courses Their experiences in these courses, along with the completion of online modules prior to class activities, provide valuable insights into the blended learning environment.
Significance of the study
The implementation of blended learning in English language teaching aims to enhance students' English skills for social and professional communication Understanding the benefits of blended learning is crucial for learners, yet there is uncertainty about whether students recognize these advantages despite six years of its application in university courses As an English teacher, it is essential to explore students' perceptions of blended learning to inform instructional adjustments This study will focus on analyzing student feedback to uncover the benefits and challenges they face in their English learning experience The findings are expected to contribute innovative ideas to the evolving pedagogical practices in English education and provide recommendations for improving the quality of English language teaching and learning at the university level.
Thesis organization
The structure of this thesis includes five major chapters:
Chapter 1 – Introduction, provides relevant background information, objectives, scope of the research, research questions and thesis structure Chapter 2 – Literature review, presents current literature on blended learning, definitions of key concepts
Chapter 3 – Research method, describes the research methodology, data collection, data analysis method as well as relevant information on the participants of the study
Chapter 4 – Findings and discussion, reports relevant findings and discussion of the findings by synthesizing significant data from all sources
Chapter 5 – Conclusion, presents the conclusions and recommendations for the involved parties.
LITERATURE REVIEW
Previous studies
Learners' perceptions of blended learning are a key focus in research, as demonstrated by Sagarra & Zapata (2008), who examined Spanish students' attitudes towards a curriculum featuring four hours of classroom instruction and one online assignment weekly The findings showed that students viewed the blended learning environment as effective, resulting in significant improvements in their grammar scores Additionally, participants expressed high appreciation for the online workbook's usefulness The study also highlighted the importance of high accessibility to materials, instant feedback on errors, and user-friendly design in enhancing the learning experience.
Smyth et al (2012) identified various advantages and challenges associated with blended learning Despite issues such as delayed feedback and unreliable internet connections, study participants expressed a generally positive outlook on blended learning Notably, students valued the flexibility and accessibility that this learning model offers.
Owston et al (2013) evaluated the perceptions of 577 students regarding blended learning courses and their in-course achievements, focusing on four key areas: learning outcomes, convenience, engagement, and overall satisfaction The findings revealed that high achievers expressed the highest levels of satisfaction with their blended courses, highlighting the convenience and engagement that these courses provided.
Huang (2016) conducted a study involving 296 freshmen at Guangdong University to explore the interaction between face-to-face and online learning, as well as students' perceptions of blended learning The research highlighted the accessibility of online learning systems and the interrelationship between the two modalities, revealing that students generally had a positive attitude towards blended learning and recognized the interdependencies between in-person and online components in their English course However, the study primarily focused on learners' beliefs rather than their actual achievements in a blended learning environment, suggesting that incorporating performance metrics could provide a more comprehensive understanding of the effectiveness of blended learning.
A study by Sari & Karsen (2016) explored students' perceptions of a blended learning speaking class that integrated face-to-face instruction with online learning through the platform Schoology The research revealed that blended learning significantly enhanced student satisfaction and performance, as it allowed students to better understand the material Consequently, this approach improved their readiness for classroom presentations, leading to more effective speaking skills.
While many students favor blended learning, two studies revealed negative attitudes towards blended courses Stracke (2007) identified three key reasons for students skipping these classes: a perceived disconnect between online and face-to-face components, a lack of opportunities for traditional reading and writing, and a rejection of computers as effective tools for language learning.
A study by Fryer et al (2014) identified two key factors contributing to students' lack of engagement in online components of blended courses: low perceived task value and inadequate beliefs in their own abilities.
In the context of English as a Foreign Language (EFL) in Vietnam, various researchers have examined the theoretical frameworks and practical implementation of blended learning systems A study by Tue H N (2015) specifically investigated the perceptions and experiences of EFL teachers at a Vietnamese university regarding blended learning This research highlighted the factors that shape teachers' views and practices in teaching EFL within blended learning environments.
Huong P T T (2018) explored the benefits and challenges of blended learning courses for students in Vietnam, offering implementation suggestions However, the study only briefly touched on students' perceptions of blended learning, rather than focusing on it Given the unique characteristics of blended learning in the university setting and the specific needs of non-English major learners, this paper aims to conduct an in-depth analysis of the benefits and challenges faced by these students in blended learning courses.
Blended learning
In recent years, the rise of computer-mediated instruction has led to the development of blended learning in education Despite its growing popularity, a universally accepted definition of blended learning remains elusive since its initial introduction.
Blended learning is defined as a combination of various pedagogical approaches, including constructivism, cognitivism, and behaviorism (Driscoll, 2002; Graham et al., 2013; Picciano et al., 2013) It encompasses a mix of learning time, locations, technological applications, modes, forms, and learner types (Sharpe et al., 2006) Recent studies highlight blended learning as the integration of face-to-face and online methods (Garrison and Vaughan, 2008), with Bonk & Graham (2012) emphasizing the use of diverse instructional media This research aligns with the perspective that blended learning merges traditional classroom experiences with online learning opportunities (Owston et al., 2013).
Blended learning is defined as a combination of face-to-face learning and online learning Face-to-face learning takes place in traditional classrooms, where direct interaction occurs between teachers and students In contrast, online learning utilizes virtual resources, enabling learners to engage with educational materials independently or collaboratively, regardless of the presence of instructors or peers.
In the context of English as a Foreign Language (EFL), blended learning has emerged as a crucial approach According to Neumeier (2005), the primary goal of blended learning design is to identify the most effective combination of traditional and online learning methods tailored to individual learners, specific contexts, and educational objectives This perspective aligns with Sharma's insights on the importance of customizing blended learning experiences.
In 2010, the research emphasized the pursuit of improved practices in language learning, specifically aiming to identify the optimal combination of course delivery methods to enhance the overall learning experience.
Blended learning can be categorized in various ways, primarily based on learning objectives, which include attitude-driven, skill-driven, and competency-driven models (Valiathan, 2002) Additionally, Graham (2006, 2012) classifies blended learning into different levels of implementation: activity level, course level, program level, and institutional level Furthermore, it is divided into enabling blends, enhancing blends, and transforming blends, reflecting the scope of blended learning This paper adopts Graham’s classification due to its relevance to the research context.
The details of each model in Graham’s classification are as follows:
Enabling blends concentrate on convenience and access for learners
Blended learning offers students a flexible alternative to traditional face-to-face education, allowing them to access recorded lectures for revision or to keep up with lessons when unable to attend class In enabling blends, the course's pedagogy remains unchanged, providing blended programs as an additional option for on-campus students (Lindquist, 2006) However, critics argue that this approach may perpetuate the negative effects of passive, non-participatory learning (Shen et al., 2008).
Enhancing blends in education signify a shift towards integrating online resources with traditional face-to-face courses, allowing for reduced in-class time primarily focused on collaborative student activities rather than teacher-led presentations This approach offers students greater opportunities to provide feedback and suggestions on their peers' performance According to Graham (2006), there has been significant attention on enhancing blends within traditional university environments.
Transforming blends utilize online learning approaches in teaching as a main instruction method combined with traditional learning In transforming blends, learners become more active in acquiring
Enhancing English knowledge and skills through social interactions is essential, and incorporating technology facilitates active learning and personalized instruction Consequently, it is crucial to redesign teaching and learning strategies in face-to-face classes to effectively support and strengthen online learning experiences.
Research indicates that blended learning should not simply replicate traditional face-to-face instruction without instructors or serve merely as a supplement to conventional teaching methods Instead, a transformative approach to blended learning offers significant advantages and challenges, prompting higher education institutions to rethink their educational practices Implementing blended learning with a transformative design is an effective strategy to unlock its full potential benefits.
In Vietnam, the integration of Information and Communication Technologies (ICTs) is anticipated to significantly improve higher education curricula and teaching methods This approach is recognized as a catalyst for enhancing teaching methodologies that promote active and independent learning among students Consequently, the concept of blended learning in this study refers to the transformation of educational blends to support these advancements.
2.2.3 Blended learning in higher education
In response to the growing demand for high-quality and efficient learning experiences, higher education institutions are increasingly adopting blended learning approaches Garrison & Kanuka (2004) highlighted the essential role of these institutions in establishing policies, resources, and support systems necessary for the effective implementation of blended learning programs Similarly, Garrison & Vaughan (2008) emphasized the importance of developing policy documents to guide the planning and execution of such initiatives Additionally, Chew (2009) noted the need for higher education institutions to redesign educational objectives, structures, and processes to enhance student learning outcomes.
Blended learning enhances interactions among students, teachers, and peers, leading to increased engagement and motivation As students experience a rise in both the quality and quantity of their interactions, they are better able to set learning objectives and restructure their knowledge to generate new ideas (Garrison & Vaughan, 2008) Despite the challenges associated with its implementation, blended learning is widely supported (Graham, 2013; Moskal et al., 2013) and is expected to become the standard model for course delivery in higher education (Ross & Gage, 2006; Norberg et al., 2011; Joosten et al., 2013).
In Vietnam, the integration of Information and Communication Technology (ICT) is crucial for achieving higher education reform goals, specifically expanding access and enhancing teaching methodologies to foster active and collaborative learning among students As a result, blended learning emerges as a viable solution for higher education institutions.
Blended learning in EFL education
2.3.1 Blended learning and pedagogical principles of EFL
In a study by Tue H N (2015), key principles for effective teaching in EFL blended learning environments were identified by synthesizing best practices in undergraduate education Notably, Chickering and Gamson (1987, as cited in Tue H N 2015) proposed seven essential principles that emphasize the significance of interaction between teachers and students, fostering cooperation among students, supporting active learning, and providing prompt feedback.
Effective educational practices emphasize the importance of time management, clear communication of high expectations for student learning, and respect for diverse student backgrounds Vaughan (2007, as cited in Tue H N., 2015) outlines seven additional principles that enhance the learning experience: fostering open communication and trust, encouraging critical reflection and discourse, building community and cohesion, promoting purposeful inquiry, maintaining respect and responsibility, facilitating inquiry that leads to resolution, and aligning assessment with intended learning processes and outcomes.
Canale and Swain (1980, as cited in Tue H N., 2015) established five key principles for Communicative Approaches (CA) to language teaching: (1) integrating grammatical, sociolinguistic, and strategic knowledge without prioritizing one over the others, (2) addressing learners' communication needs, (3) offering opportunities for meaningful interactions with proficient speakers of the target language, (4) leveraging learners' existing communicative competence from their first language during early second language acquisition, and (5) equipping students with the necessary information, practice, and experiences to fulfill their communicative needs in the target language.
According to Ellis (2005), successful teaching principles include ensuring students develop a rich repertoire of formulaic expressions alongside rule-based competence, emphasizing both meaning and form in language learning It is crucial to provide opportunities for students to engage in communicative activities in the target language while also focusing on their understanding of lexis, grammar, phonology, pragmatics, and socio-critical aspects Additionally, effective teaching should consider the learners' inherent learning pathways.
(6) provide learners with extensive L2 input; (7) opportunities for output; and
(8) opportunities to interact in the L2, (9) take account of individual differences in learners, and (10) examine both the free and controlled production of students’ language performances
Brandl (2008) outlined eight key principles for effective language teaching, emphasizing the importance of communicative tasks as an organizational framework and promoting hands-on learning experiences He highlighted the need for rich, meaningful, and comprehensible input, while also advocating for collaborative learning environments Additionally, Brandl stressed the necessity of focusing on both form and meaning, providing constructive error correction alongside positive feedback, and acknowledging the affective factors that influence the learning process.
Both Vaughan et al (2013) and Chickering and Gamson (1987) highlight the importance of fostering student engagement and addressing diverse learning needs in blended learning environments Additionally, the pedagogical principles proposed by Ellis (2005) and Brandl (2008) align with those of Canale and Swain (1980), emphasizing the necessity of offering students opportunities for language output and communicative interactions in the target language Furthermore, it is crucial to provide adequate input and constructive feedback to enhance student learning.
In exploring various pedagogies in language teaching, several perspectives emerge that align with blended learning programs, particularly in English as a Foreign Language (EFL) settings Tue H N (2015) identified five key pedagogical principles that encapsulate these correlations, providing a framework for effective language instruction.
2 Promote students’ collaborative learning and use of English for communication purposes
3 Provide students with timely and constructive feedback
4 Develop students’ ability to take control of their own learning
5 Enhance students’ access to relevant language input and output
Teachers are encouraged to implement five key principles for effective instruction in both online and face-to-face settings The accompanying table illustrates practical applications of these pedagogical principles within a blended learning environment, drawing on a variety of research studies These examples are inspired by activities proposed by Tue H N (2015), Vaughan et al (2013), and Joosten et al (2013), as well as findings from research focused on fostering a motivating language classroom (Dürnyei, 2007), enhancing cooperative language learning (McDonough, 2004; Nguyen-Phuong-Mai et al., 2012; Thanh, 2014; Thanh & Gillies, 2010; Webb & Mastergeorge, 2003), and encouraging student autonomy in language acquisition (Benson, 2013; Reinders, 2010).
Table 2.1 Pedagogical principles for EFL blended learning
Principle Face-to-face (examples) Online (examples)
1 Create supportive learning discourse so that students feel secure and encouraged to participate in learning activities and demonstrate honestly their own understanding and learning need
- Explicitly introduce teaching philosophy and expectation of students' roles emphasizing open communication and contribution
- Encourage students to talk about reasons, expectations and concerns about the course
- Organize small group discussion for students to get acquainted and have some mutual understanding of one another
- Produce an introductory letter or a video clip to welcome students and inform them about teaching philosophy and expectations of students' roles
- Create a bio page for students to post image and short bios of themselves
- Encourage students to contact teacher and peers using online communication tools students' affective factors to design stimulating learning tasks and encourage students' learning - Create Frequently Ask
- Make online contribution and obedience to the norms part of course requirement and course grade
- Participate in discussion thread, share knowledge and belief
- Respond to students who respond to you
- Provide a model of complying online etiquette efforts
- Explicitly discuss the norms regarding accepted behaviors in both face-to-face and online environments: openness, respect, and critique with clues for improvements
Principle Face-to-face (examples) Online (examples)
2 Promote students' collaborative learning and use of
- Students work collaboratively to achieve genuine communication purposes in English
- Students work on learning tasks which require their cooperation
- Organize students to work in pairs and groups to practice using English for genuine communication
- Design pair and group work activities which requires students' positive interdependence: individual's goals can be attained when the goals of all members in the group are attained
- Explicitly discuss, analyze and demonstrate interpersonal and group working skills: communicate ideas clearly, respect others, maintain academic focus and manage conflict
- Monitor students' collaborative work to give timely assistance
- Assess students' work in pairs and groups
- Encourage students to communicate in English using asynchronous and synchronous communication tools
- Start discussion thread and require students' contribution
- Encourage students to share and contribute to peers' writing in target language
- Provide model of successful collaborative work and analyze the benefits
- Be regularly present online but not take over the discussion; rather, provide synthesis and encouragement
Principle Face-to-face (examples) Online (examples)
- Provide students with both positive and error corrective feedback with reference to stated objectives, showing progress and identify areas for improvement and how to improve
- Require students to give constructive feedback to their peers
- Provide training in self- regulated learning skills
- Be explicit about course objectives and enable students to set up individual learning goals aligning with course objectives
- Be explicit about learning objectives, expected learning outcomes, methods and criteria for assessment of individual learning tasks
Leverage automated assessment tools to deliver timely and constructive feedback that supports individual learning needs By utilizing online records and assessment features, educators can gain deeper insights into student progress and offer personalized feedback through asynchronous communication methods.
4 Develop students' ability to take control of own learning:
- Post course syllabus and objectives on LMS
- Encourage students to facilitate students' self- directed learning and reflection develop list of individual course goals using e-journal and enable them to review their list periodically
- Provide and analyze examples of self- regulated activities
Principle Face-to-face (examples) Online (examples)
5 Enhance students' access to relevant language input
- Assign appropriate learning tasks for individual students in class
- Maximize the use of target language but switch to first language when necessary to facilitate student's comprehension
- Require students to reflect on learning experience and take learning preference inventory consider students' preferences when designing courses and tasks
To enhance student learning, it is essential to offer diverse educational resources in various formats, including printed, auditory, and visual materials By providing written and spoken content at multiple levels, educators can encourage students to engage with these resources in their preferred ways, fostering a more personalized and effective learning experience.
2.3.2 Advantages of blended learning for EFL students
Blended learning offers significant advantages for EFL students, as research highlights its ability to enhance interactions between students, teachers, and peers This educational approach promotes active learning, boosts student motivation, and leads to improved learning outcomes Each of these benefits will be explored in detail.
(1) Blended learning facilitates students’ interactions with teacher and peers
Blended learning significantly improves student interactions with both teachers and peers, offering more opportunities than traditional text-based classrooms This approach not only enhances face-to-face engagement but also incorporates synchronous online elements, allowing for greater collaboration with native and non-native speakers from diverse locations Consequently, these interactions enable students to better identify their learning needs and receive targeted assistance in mastering English.
(2) Blended learning involves students in active learning
Blended learning significantly enhances active learning opportunities for students by incorporating diverse learning approaches that encourage self-reflection and knowledge organization (Garrison & Kanuka, 2004; Chew, 2009; Glazer, 2012) The online delivery of content allows students to revisit and review materials at their convenience, thereby deepening their understanding of the lessons (Joosten et al., 2013) Additionally, a variety of online learning tools, such as recorders and self-assessment features, support students in self-directed study tailored to their individual needs This approach fosters both independence and autonomy, enabling students to progress at their own pace (Caulfield, 2011; Glazer, 2012; Linder, 2017).
(3) Blended learning increases learning motivation
Blended learning positively impacts student performance by enhancing participation and motivation (Hughes, 2007; López-Pérez et al., 2011; Liu, 2013) Motivation, defined as the driving force behind learning choices (Wlodkowski, 1985), is significantly influenced by technology use, increased interaction with educators and peers, and greater autonomy in study planning, making language learning more engaging (Sharma & Barret, 2007; Chew, 2009; Reinders, 2012) A study in Vietnam by Tue and Duyen (2010) found that 70% of students expressed a willingness to enroll in additional EFL blended courses, indicating a high level of acceptance Moreover, blended learning fosters greater student involvement in the learning process (Wang et al., 2009), and López-Pérez et al (2011) noted that this shift in student attitudes towards learning is a notable outcome.
(4) Blended learning improves their learning outcomes
Research indicates that students in blended learning courses achieve better outcomes than those in traditional face-to-face or fully online courses (Means et al., 2010; Smith & Hill, 2019) A study by Owston et al (2013) revealed that high achievers expressed greater satisfaction with blended courses, preferring this format over fully face-to-face or online options, unlike their low-achieving counterparts Additionally, blended learning has been shown to enhance students' pronunciation (Al Zumor et al., 2013) and oral language skills (Wajeha Thabit, 2013).
2.3.3 Challenges to the implementation of blended learning
The major student-related challenges of the implementation of blended learning include (1) low level of discipline and responsiveness of students’ participation and (2) students’ lack of technological skills
(1) Low level of discipline and responsiveness of students’ participation
EFL students’ perceptions on blended learning
This study aims to investigate students' perceptions of blended learning through a quantitative research method, specifically utilizing surveys and questionnaires Surveys are widely recognized for effectively capturing the opinions and attitudes of large participant groups (Mackey and Gass, 2005).
Dornyei (2007) emphasized that quantitative methods eliminate personal bias, enhancing objectivity in research Consequently, questionnaires have been established as effective tools for gathering data on participants' perceptions This study utilizes a survey research design, incorporating a questionnaire consisting of 25 closed-ended questions to collect relevant information.
This study focuses on a blended learning program at a university in Hanoi, which has been enhancing English proficiency for non-English major students since 2015 The program comprises 10-week courses featuring 35 online lessons and 40 offline lessons Students engage in self-study through an online platform prior to attending in-person classes, ensuring that both formats align in objectives and topics relevant to their majors and future careers.
As for the online lessons, each of which provides students with background knowledge and language to practice speaking skills in face-to-face
RESEARCH METHODOLOGY
Research design
This study aims to investigate students' perceptions of blended learning through a quantitative research approach, primarily utilizing surveys and questionnaires Surveys are a widely accepted method for examining the opinions and attitudes of large participant groups, as highlighted by Mackey and Gass (2005).
Dornyei (2007) emphasized that quantitative methods eliminate personal bias, enhancing objectivity in research Consequently, questionnaires have been created to gather insights into participants' perceptions Therefore, this study employs a survey research design, utilizing a questionnaire consisting of 25 closed-ended questions.
Research setting
This study focuses on a blended learning program at a university in Hanoi, which has been enhancing English communication skills for non-English major students since 2015 The program consists of a 10-week course featuring 35 online lessons and 40 offline lessons Students engage in self-study through a dedicated website prior to attending in-person classes with instructors Both online and face-to-face lessons share identical objectives and topics, tailored to align with students' majors and future career aspirations.
Online lessons equip students with essential background knowledge and language skills to enhance their speaking abilities in face-to-face classes These lessons offer opportunities to improve vocabulary, grammar, pronunciation, listening, reading, and writing skills After every two lessons, an online unit test assesses students' understanding, with results automatically recorded by a learning management system Teachers review these reports to monitor progress and encourage students to complete online tasks Additionally, unit test results are utilized to evaluate learning achievements and reinforce knowledge during in-person sessions.
Figure 3.1 Online lessons of an English blended course at the university
Figure 3.2 Example of an online unit
In face-to-face classes, students engage in speaking activities related to the topics covered in their online lessons, utilizing various formats such as role-plays, conversations, presentations, and mono-talks These activities aim to improve their English communication skills for future workplace scenarios Throughout the course, students take two progress tests, one mid-term test, and a final assessment to evaluate their learning progress.
Students' perceptions of the blended learning program are shaped by four key components: the online platform, online content, printed materials, and face-to-face activities Each of these elements is crucial for the effective implementation and enhancement of blended learning initiatives at the university.
The online platform serves as the essential website and learning application for students participating in a blended learning program It is crucial for students to engage with the platform and complete online lessons prior to attending in-person classes, as their initial reactions and feelings about the program are heavily influenced by this experience Any issues encountered during their interaction with the platform can negatively impact their overall perception of the program This study will examine various aspects of the platform, including its interface, flexibility, accessibility, occurrence of technical errors, and the availability of technical support.
All uploaded materials on the online platform are classified as online content, which aims to help students gain language input, practice their skills, and reinforce their knowledge Each course is structured to facilitate this learning process effectively.
This study examines the effectiveness of an educational program consisting of eight units designed to enhance grammar, vocabulary, reading, listening, and writing skills Each unit includes exercises that complement face-to-face activities and materials, focusing solely on language improvement The grammar and vocabulary sections feature comprehensive presentations that list relevant items and structures, accompanied by detailed explanations and examples Additionally, four unit tests are incorporated to evaluate students' learning progress, highlighting the program's supportive value in language acquisition.
The university's blended learning program relies on essential printed materials, including a student's book and a workbook The student's book focuses on speaking activities, presenting vocabulary and grammar, along with guidelines for class activities In contrast, the workbook offers exercises that enhance both online lessons and in-person sessions These printed resources are crucial for effective learning, providing clear instructions for face-to-face interactions and reinforcing online content Consequently, this study examines the clarity and comprehensibility of these printed materials.
The study explores various speaking activities, including role-plays, conversations, presentations, and monologues, aimed at improving students' English communication skills for future workplace scenarios By utilizing an online platform, these effective class activities not only reinforce learning but also enhance speaking competency Additionally, the research examines students' perceptions of face-to-face activities, focusing on their effectiveness, engagement, difficulty, and diversity.
Research participants
This study involved 612 third-year EFL students from diverse majors, including Business Administration, Information Technology, Electrical Engineering, Mechanical Engineering, and Garment Technology The participants, who completed five English blended learning courses during the first semester of the 2019-2020 academic year, were selected to ensure a mix of genders and academic abilities, thus minimizing personal bias related to academic background and gender.
The participants were required to do a questionnaire consisting of 25 closed-ended questions aiming to investigate students’ perception on both online platform and face-to-face sessions.
Data collection
The researcher collected data for this study using a modified questionnaire based on Akkoyunlu et al (2006) to assess students' perspectives on the blended learning environment The adapted questionnaire, tailored to the institution's blended learning format, comprises 25 closed-ended questions organized into four sections.
Part A (questions 1 to 5) is designed to investigate students’ perceptions on online platform
Part B (questions 6 to 15) investigates students’ views on online contents
Part C (questions 16 and 17) aims to explore students’ perspectives on printed materials
Part D (questions 18 to 25) investigates how students feel about face- to-face activities
The initial 15 questions focus on gathering students' perspectives regarding online learning, while the subsequent 10 questions are designed to assess their opinions on face-to-face classes.
This questionnaire contained five-point Likert scale: (1) Strongly disagree, (2)
Disagree, (3) Neutral, (4) Agree, and (5) Strongly agree which is distributed to gauge students’ perceptions on blended learning environment
Data was collected at the conclusion of blended learning courses during the tenth week of the first semester of the 2019-2020 academic year Participants completed a questionnaire in face-to-face classes, which was subsequently collected by the researcher Once all questionnaires were gathered, the data was coded and analyzed using the Statistical Package for the Social Sciences (SPSS) Key statistical parameters, including the mean, standard deviation, and median of the Likert scores, were calculated to identify overall trends and patterns.
Date analysis focused on the two research questions discussed in Chapter
1 Each research question was discussed separately in the light of the findings gathered from representative survey items Students’ scores for items in the questionnaire were used to determine whether they have a positive attitude toward the blended learning course As Likert scale questions are involved, a high score of 4 or 5 for a question item implies that the corresponding aspect of the course or online learning environment is favorably viewed by students and a low score of 1 or 2 indicates otherwise Besides, the mean and standard deviation of the score for all responses were also calculated to evaluate students’ overall view of the blended learning course Items with consistently high or low scores awarded by respondents will be given special consideration
In other words, if a particular question receives a low score from the majority of students, the aspect of the course that the question deals with may require an improvement.
FINDINGS AND DISCUSSION
Research findings
The study explored four key components of the blended learning environment: (A) online platforms, (B) online content, (C) printed materials, and (D) face-to-face activities In the following section, these elements will be analyzed in relation to the two research questions, providing a detailed examination of the questionnaire data.
4.1.1 Findings on students’ perceptions on the advantages of blended learning
Students perceive several advantages of online platforms, particularly in terms of user interface, flexibility, and accessibility The table below illustrates the standard deviation and mean scores for each item assessed in this section of the questionnaires.
Table 4.1 Students’ perceptions on the advantages of the online platform
2 Students can access the online platform anytime, anywhere with Internet connection
3 Students can use flexible time to complete their online tasks 4.15 894
1 The online platform has clear and user- friendly interface 4.05 796
Students generally view the online learning platform positively, with accessibility, flexibility, and user experience receiving the highest ratings, averaging between 4.05 and 4.27 points Most students find the platform easily accessible and comfortable for self-study, while many appreciate the flexibility of blended learning, which effectively removes barriers related to time and location.
Table 4.2 Students’ perceptions on the advantages of the online contents
Items Mean Strongly disagree Disagree Neutral Agree Strongly agree
8 The online units are relevant to students and the specialized subject
10 The online contents provide students with plenty of opportunities to practice
4.09 1.80% 3.59% 14.87% 43.63% 36.11% language skills and better preparation for exams
7 The online tasks provide students with knowledge to understand the assigned topic
6 The online tasks are various, engaging and logically sequenced from simple to complex
12 The online tasks have suitable level of difficulty for students’ ability
14 Online learning motivates students to study by themselves
13 Students can carry out the self- regulated learning practices required in online learning environment
The table shows students’ perceptions on the advantages of the online contents Overall, students have a positive perspective toward the supporting value of the contents
Approximately 90% of participants believe that online units are relevant to their majors, while over 75% agree that these materials provide ample opportunities to understand assigned topics and practice language skills Additionally, around 70% of students express satisfaction with the organization and difficulty level of the online content Furthermore, about 60% of students feel that online practice enhances their learning outcomes and motivates their self-study efforts.
In short, students acknowledge the benefits of the online contents in helping them acquire the target knowledge and support face-to-face learning activities
Printed materials play a crucial role in blended learning programs, primarily serving face-to-face lessons while complementing an integrated online learning curriculum The design objectives focus on ensuring clarity, comprehensibility, and overall value of these materials.
The table below presents students’ overall perceptions toward printed materials which are used both in the face-to-face sessions and for self-study purposes
Table 4.3 Students’ perceived overall effectiveness of the printed materials
16 Students’ books and workbooks have clear and easy to understand structures 4.07 872
17 Students’ books and workbooks are effective in assisting students in face-to-face sessions 3.86 985
Students highly value printed materials, with average satisfaction scores around 4, reflecting their appreciation for the clarity, comprehensibility, and effectiveness of textbooks and workbooks Overall, most students consider these printed resources to be a beneficial supplement to online platforms and classroom activities.
4.1.1.4 Advantages of face-to-face activities
The table below reveals how students perceive different aspects of face- to-face activities in terms of their effectiveness, engagement level, difficulty level and diversity
Table 4.4 Students’ perception toward the advantages of face-to-face activities
Items Mean Strongly disagree Disagree Neutral Agree Strongly agree
18 The face- to-face activities are parallel to online tasks
19 The face- to-face activities are interesting and in various
22 The face- to-face interactions help students realize their needs and receive more assistance from teachers and peers
23 Students receive immediate feedback from the teachers and peers during face-to- face sessions
25 Face-to- face sessions help improve students’ learning outcomes
21 The face- to-face activities motivate students to interact more with teachers and peers
20 The face- to-face activities have suitable level of difficulty to students’ ability
24 Face-to- face sessions continues online studies and satisfy students’ needs considerably in terms of extra practice
A significant majority of students have a positive perception of face-to-face activities, with mean values of 3.6 or higher across all components Over 70% believe that these activities align well with online tasks, are engaging, and come in various formats Additionally, more than 65% of participants report receiving instant feedback from teachers and peers, contributing to improved learning outcomes in face-to-face sessions Furthermore, approximately 54% feel motivated to engage with others through these activities Lastly, around 60% of students recognize the appropriate difficulty level and the supportive nature of face-to-face interactions.
4.1.2 Findings on students’ perceptions on the challenges of blended learning
Students’ perceptions on the challenges of the online platform include their views on the presence of technical errors and technical support
Table 4.5 Students’ perceptions on the challenges of the online platform
5 Students get technical support in the online sessions whenever they need 2.60 1.204
4 Technical errors rarely happen in online platform 2.42 1.152
Technical support and the occurrence of technical errors have received a low average score of 2.5, indicating student dissatisfaction with this aspect of the platform Frequent technical issues, coupled with a lack of immediate support, present significant challenges associated with online delivery.
Table 4.6 Students’ perceptions on the challenges of the online contents
Items Mean Strongly disagree Disagree Neutral Agree Strongly agree
15 Online practice is as effective as face-to-face sessions
9 Students can understand all the online tasks thoroughly
The table illustrates students' views on the difficulties associated with online content, revealing that over 40% of students believe that online practices are not as effective as traditional face-to-face sessions and that they struggle to fully comprehend all online materials.
Discussions
This section analyzes a substantial amount of data collected from participating students, categorizing it into two primary areas: the benefits of blended learning and the challenges associated with it.
4.2.1 Students’ perceptions on the advantages of blended learning
Students have reported a generally positive experience with blended learning, aligning with previous research (Garrison & Kanuka, 2004; Sharpe et al., 2006; Greener, 2008; Chew, 2009; Taylor & Newton, 2013; Vaughan et al., 2013) This sentiment is echoed by Tue and Duyen (2010), who found that EFL students in Vietnam show a strong acceptance of blended learning The advantages of this educational approach include increased accessibility, flexibility, enhanced student motivation, and improved learning outcomes, all of which will be explored in detail in the following sections.
Participants highly valued the flexibility and accessibility offered by blended learning, which removes constraints related to time and location This aligns with findings from Garrison and Kanuka, who also emphasized the importance of these factors in facilitating effective learning experiences.
Blended learning offers significant benefits for EFL students, as highlighted by researchers like Chew (2009) and others Students appreciate the flexibility of accessing online platforms for tasks at their convenience, which enhances their learning experience A related questionnaire indicated that the online platform is an effective tool for practicing and revising, with an average score of 4.09 These findings align with previous research by Osguthorpe and Graham (2003), Caulfield (2011), Glazer (2012), and Linder (2017), confirming that blended learning promotes independent and autonomous study at a personalized pace.
4.2.1.2 Supporting value of the contents
Approximately 80% of students believe that both online and face-to-face learning methods effectively enhance their language acquisition Online tasks are diverse, engaging, and structured to progress from simple to complex concepts, providing relevant knowledge aligned with students' majors Complementarily, face-to-face instruction meets students' needs through clear and accessible printed materials that aid in classroom activities These activities are varied and engaging, facilitating the practice of English communication in professional contexts This supports Huang Q (2016), who asserts that the combination of face-to-face instruction and online learning maximizes their respective benefits for improved educational outcomes.
The findings from the questionnaire indicate a modest enhancement in learning outcomes within blended learning environments This aligns with previous studies by Means et al (2010) and Smith & Hill (2019), which demonstrate that blended learning positively influences student performance across various aspects in the English as a Foreign Language (EFL) context.
Several factors influence students' perceptions of language learning Online learning effectively supports language acquisition by providing essential knowledge through diverse tasks, which enhances students' background understanding for in-class activities Additionally, it offers ample opportunities for practicing language skills and preparing for exams, allowing students to revisit materials and listen to audio resources at their convenience Conversely, face-to-face sessions significantly enhance English learning by encouraging interaction with teachers and peers Engaging classroom activities such as presentations, group discussions, role plays, and language games foster motivation and cater to various learning preferences, while also fulfilling students' emotional needs for direct communication, distinguishing it from the online experience (Kaur, 2013).
4.2.2 Students’ perceptions on the challenges of blended learning
While most students reported satisfaction with the blended learning environment, several challenges remain evident This section highlights the difficulties faced by students, which appear to stem from the institution, educators, and the students themselves.
4.2.2.1 Technical problems and technical support
Over 50% of students encounter significant challenges related to technical problems and inadequate technical support on online platforms These issues frequently arise, leaving students without timely assistance This situation aligns with the argument by Allah and Zubair Khan (2012), highlighting that universities struggle to adequately prepare IT professionals for the demands of the evolving digital landscape.
While online platforms offer a wealth of learning resources, the absence of direct teacher guidance can lead to student confusion As a result, over half of students report difficulty in fully understanding online assignments Therefore, just like traditional classroom instruction, online learning materials and tasks must be systematically organized, and clear instructions with examples should be provided for all assignments.
Blended learning presents challenges for students, particularly regarding low discipline and participation responsiveness The lack of face-to-face interaction with peers and instructors, coupled with minimal supervision, can lead to frustration and decreased motivation among learners (Fryer et al., 2014) While many students spend considerable time online, their focus often strays from academic goals, making them susceptible to distractions from various entertainment sources Although some leverage online resources to enhance language skills, those with lower discipline struggle to maintain the effort required for meaningful engagement in their studies (Alebaikan & Troudi, 2010; Heaney & Walker, 2012) This may stem from a preference for traditional, teacher-centered learning environments.
CONCLUSIONS
Summary of the study
This study aimed to explore the benefits and challenges of a blended learning program at the university level Utilizing a quantitative research method, the research gathered insights from 612 EFL students who had successfully completed their fifth blended learning course A questionnaire was designed and administered during the first semester of 2019 to collect participants' perspectives.
The study reveals that students generally perceive the blended learning program positively, appreciating its key components: online platforms, online content, printed materials, and face-to-face activities Participants acknowledged several advantages, such as accessibility, flexibility, enhanced motivation, and improved learning outcomes However, the learning experience also presented challenges, including technical issues, the need for technical support, difficulties with online instructions, and varying levels of student discipline To address these challenges, the researcher offers recommendations and suggestions in the subsequent section.
Recommendations and suggestions
The research highlights the benefits and challenges experienced by participants in blended learning environments, leading to the proposal of recommendations across four key areas to enhance the overall educational experience.
While many students reported satisfaction with the online platform, persistent technical issues and inadequate support continue to hinder the overall online learning experience.
To address the issues with the online platform, institutions should conduct regular maintenance checks and upgrade their technology infrastructure to ensure optimal performance for blended learning Additionally, support technicians must consistently gather feedback from both teachers and students to identify areas for improvement Furthermore, enhancing students' ICT skills will empower them to resolve technical problems independently in urgent situations.
While a significant number of students recognize the benefits of online content, some expressed difficulties in fully understanding the online tasks, leading to a perception that online learning is less effective compared to traditional face-to-face instruction.
To alleviate these issues, the online contents need to have detailed instructions and better structure to maximize the learning outcome for students
To enhance online learning, it is essential to design tasks with varying difficulty levels while providing students with face-to-face guidance from teachers for more complex assignments Institutions should also organize workshops focused on time management and self-discipline to support students' learning Additionally, students must receive training on how to effectively use digital resources to improve their language skills, particularly in listening and reading, as a complement to classroom activities Implementing a training session on blended learning at the beginning of the semester would address the current gap in support at the university.
While most students view printed materials positively, some believe they are ineffective in enhancing face-to-face learning sessions.
Low-performing students often struggle to grasp the objectives of their student books, and they may find certain workbook exercises challenging To address this issue, teachers should offer clear guidance on utilizing both books at the start of the course Additionally, workbooks should be tailored to better match the difficulty levels of exercises with the abilities of lower-level students Furthermore, printed materials must be engaging and stimulating to motivate students throughout their studies.
In a recent study on blended learning, face-to-face activities emerged as the most effective aspect, with many participants acknowledging their positive impact on learning outcomes However, some students felt that these activities lacked motivation and appropriate difficulty levels To enhance engagement and accommodate diverse abilities, it is suggested that additional language games and scaffolding activities be incorporated into face-to-face sessions, ensuring all students can participate and excel in more challenging tasks.
Limitations of the study
This study provides valuable insights into the role of teachers in a blended learning environment, though it faces limitations related to scope and data collection Time constraints hindered a thorough exploration of this emerging issue, while budget limitations restricted the sample to only five out of the 38 available majors at the university, potentially biasing the findings Future research opportunities are anticipated to address these limitations and enhance professional practices in the program.
Suggestions for future research
This study suggests several recommendations for future research in blended language learning Firstly, researchers should investigate the sub-variables within traditional and blended learning modes that contribute to the strengths and weaknesses of blended learning, rather than merely examining its advantages and disadvantages Secondly, conducting a survey to assess the effectiveness of blended learning in enhancing graduate students' language competency and its impact on their career competitiveness would be beneficial.
Akkoyunlu, B., & Soylu, M Y (2006) A study on students’ views on blended learning environment Turkish Online Journal of Distance Education, 7(3), 43-
Akkoyunlu, B., & Yilmaz-Soylu, M (2008) A study of student's perceptions in a blended learning environment based on different learning styles
Al Zumor, A l W Q., Al Refaai, I K., Eddin, E A B & Al-Rahman, F H
A (2013) EFL students’ perceptions of a blended learning environment: Advantages, limitations and suggestions for improvement English Language
Alebaikan, R & Troudi, S (2010) Blended learning in Saudi universities: Challenges and perspectives ALT-J: Research in Learning Technology, 18(1),
Al-Jarf, R.S 2005 The effects of online grammar instruction on low proficiency EFL college students’ achievement Asian EFL Journal 7, no 4:
Benson, V., Anderson, D., & Ooms, A (2011) Educators’ perceptions, attitudes and practices: Blended learning in business and management education Research in Learning Technology, 19(2)
Blake, R J (2011) Current trends in online language learning Annual review of applied linguistics, 31(Mar), 19-35 doi: 10.1017/S026719051100002X
Brandl, K (2008) Communicative language teaching in action: Putting principles to work New Jersey: Prentice Hall
Bonk, C J & Graham, C R (2012) The handbook of blended learning: Global perspectives, local designs Hoboken: Pfeiffer
Canale, M & Swain, M (1980) Theoretical bases of communicative approaches to second language teaching and testing Applied Linguistics, 1(1),
Caulfield, J (2011) How to design and teach a hybrid course Sterling, VA: Stylus
Chapelle, C (2001) Computer applications in second language acquisition
Chen, C., C., & Jones, K., T (2007) Blended learning vs traditional classroom settings: Assessing effectiveness and student perceptions in an MBA accounting course The Journal of Education Online, 4(1), 1-15
Chew, E (2009) A blended learning model in higher education: A comparative study of blended learning in UK and Malaysia Doctoral dissertation,
Chickering, A W & Gamson, Z F (1987) Seven principles for good practice in undergraduate education AAHE Bulletin, 39(7)
Choy, S C., & Troudi, S (2006) An investigation into the changes in perceptions of and attitudes towards learning English in a Malaysian college
International Journal of Teaching and Learning in Higher Education, 18(2), 120-130
Comas-Quinn, A (2011) Learning to teach online or learning to become an online teacher: an exploration of teachers’ experiences in a blended learning course ReCALL, 23(3), 218-232 doi: 10.1017/S0958344011000152
Demuth, A (2013) Perception Theories Department of Philosophy Faculty of Philosophy Trnava
Dửrnyei, Z (2007) Creating a motivating classroom environment In J
Cummins & C Davison (Eds.), International handbook of English language teaching (Vol 2, pp 719-731) New York: Springer
Driscoll, M (2002) Blended learning: Let’s get beyond the hype E-learning
Ellis, R (2005) Instructed second language acquisition: A literature review Wellington: Ministry of Education NZ
Ertmer, P A & Ottenbreit-Leftwich, A T (2010) Teacher technology change: How knowledge, confidence, beliefs, and culture intersect Journal of research on Technology in Education, 42(3), 255-284
Fryer, L K., Bovee, H N., & Nakao, K (2014) E-learning: Reasons students in language learning courses don't want to Computers & Education, 74
Garrison, D R., & Kanuka, H (2004) Blended learning: Uncovering its transformative potential in higher education The internet and higher education
Garrison, D R & Vaughan, N D (2008) Blended learning in higher education: Framework, principles, and guidelines San Francisco: Jossey-
Glazer, F., S (2012) Blended learning: Across the disciplines, across the academy Sterling, VA: Stylus
Graham, C R (2006) Blended learning systems: Definition, current trends, and future directions In C J Bonk & C R Graham (Eds.), Handbook of blended learning: Global perspectives, local designs (pp 3-21) San Francisco, CA: pfeiffer
Graham, C R (2013) Emerging practice and research in blended learning In
M G Moore (Ed.), Handbook of Distance Education (3 ed., pp 333-350) New York: Routledge
Greener, S L (2008) Selfaware and Selfdirected: Student Conceptions of Blended Learning MERLOT Journal of Online Learning and Teaching, 4(2),
Grgurovic, M (2011) Blended learning in an ESL cass: A case study CALICO Journal
Hanna.(2013) Consumer Perception Property of Kendall Hunt Publishing
Huang, Q (2016) Learners' perceptions of blended learning and the roles and interaction of f2f and online learning ORTESOL Journal, 33, 14-33
Hughes, G (2007) Using blended learning to increase learner support and improve retention Teaching in Higher Education, 12(3), 349-363
The study by Joosten et al (2013) examines how instructional development and training for blended teaching enhance course effectiveness Featured in "Blended Learning: Research Perspectives, Volume 2," this research highlights the importance of professional development in improving teaching practices and student outcomes in blended learning environments The findings suggest that targeted training can significantly impact educators' ability to deliver effective blended courses, ultimately benefiting learners and institutions alike.
Jones, C., & Jones, N (2004) What's my pedagogy? Re-evaluating approaches to teaching and learning via e-learning Paper presented at the Australian
Association for Research in Education, International Education Research Conference
Kaur, A & Ahmed, A (2006) Open distance pedagogy: developing a learning mix for the Open University Malaysia In Bonk, C J & Graham, C R., The
Handbook of Blended Learning: Global Perspectives, Local Designs (pp 338-
Linder, K., E (2017) The blended course design workbook: a practical guide Sterling, Virginia: Stylus Publishing, LLC
Lindquist, B (2012) Blended learning at the University of Phoenix In C J Bonk & C R Graham (Eds.), The handbook of blended learning: Global perspectives, local designs (pp 223-234) San Francisco: Pfeiffer
López-Pérez, M V., Pérez-López, M C & Rodríguez-Ariza, L (2011)
Blended learning in higher education: Students’ perceptions and their relation to outcomes Computers & Education, 56(3), 818-826 doi: http://dx.doi.org/10.1016/j.compedu.2010.10.023
Liu, M (2013) Blended Learning in a University EFL Writing Course: Description and Evaluation Journal of Language Teaching and Research, 4(2),
Mackey, A., & Gass, S (2005) Second Language Research: Methodology and Design New Jersey: Lawrence Erlbaum Associates
Marsh, D (2012) Blended learning: Creating learning opportunities for language learners New York: Cambridge University Press
A comprehensive meta-analysis conducted by Means et al (2010) evaluates evidence-based practices in online learning, providing insights into effective strategies for enhancing educational outcomes This report, published by the U.S Department of Education, synthesizes findings from various online learning studies, highlighting the importance of implementing proven methods to improve student engagement and achievement The full report is accessible online for further exploration of its significant conclusions regarding online education practices.
MOET (2005) The resolution on fundamental and comprehensive reform of
Vietnamese Higher Education: period 2006-2020 Hanoi: MOET
Moskal, P., Dziuban, C & Hartman, J (2013) Blended learning: A dangerous idea? Internet and Higher Education, 18, 15-23 doi: 10.1016/j.iheduc.2012.12.001
Moskal, P D & Cavanagh, T B (2013) Scaling blended learning evaluation beyond the university In A G Picciano, C D Dziuban & C R Graham (Eds.),
Blended learning: Research perspectives, Volume 2 (pp 34-51) New York & London: Routledge Ltd
Neumeier, P (2005) A close look at blended learning-parameters for designing a blended learning environment for language teaching and learning
Nguyen-Phuong-Mai, M., Terlouw, C & Pilot, A (2012) Cooperative learning in Vietnam and the West-East educational transfer Asia Pacific
Norberg, A., Dziuban, C D & Moskal, P D (2011) A time-based blended learning model On the Horizon, 19(3), 207-216 doi: 10.1108/10748121111163913
Osguthorpe, R T., & Graham, C R (2003) Blended learning environment: Definitions and directions The Quarterly Review of Distance Education, 4(3),
Owston, R D., Garrison, D R., & Cook K (2006) Blended Learning at Canadian Universities In Bonk, C J & Graham, C R., The Handbook of
Blended Learning: Global Perspectives, Local Designs (pp 338-350) San Francisco: Pfeiffer
Picciano, A G., Dziuban, C D & Graham, C R (2013) Blended learning: Research perspectives, Volume 2 New York & London: Routledge Ltd
Reeves, T (2009) E-Learning in Asia: Just as good is not good enough
Reinders, H (2010) Towards a classroom pedagogy for learner autonomy: A framework of independent language learning skills Australian Journal of
Ross, B & Gage, K (2006) Global perspectives on blended learning: Insight from WebCT and our customers in higher education In C J Bonk & C R
Graham (Eds.), The handbook of blended learning: Global perspectives, local designs (pp 155-168) San Francisco, CA: Pfeiffer
Sait, S.M., K.M Al-Tawil, S.H Ali, and S.A Khan 2003 The use and effect of internet on teachers and students in Saudi Arabia Paper presented at the
Hawaii International conference on Education, January 7–10, in Honolulu, HI
Sharma, P & Barrett, B (2007) Blended learning: Using technology in and beyond the language classroom Oxford: Macmillan Education
Sharpe, R., Benfield, G., Roberts, G & Francis, R (2006) The undergraduate experience of blended e-learning: A review of UK literature and practice
Shen, R., Wang, M & Pan, X (2008) Increasing interactivity in blended classrooms through a cutting-edge mobile learning system British Journal of
Smith, K., & Hill, J (2019) Defining the nature of blended learning through its depiction in current research Higher Education Research & Development,
Smyth, S., Houghton, C., Cooney, A., & Casey, D (2012) Students' experiences of blended learning across a range of postgraduate programmes
Stuart-Hamilton, I (1999) Key Ideas in Psychology London: Jessica Kingsley Publisher
Taylor, J A & Newton, D (2013) Beyond blended learning: A case study of institutional change at an Australian regional university Internet and higher education, 18, 54-60 doi: 10.1016/j.iheduc.2012.10.003
Thanh, P T H (2014a) Cooperative Learning in Comparison with the Teacher-Centredness In P T H Thanh (Ed.), Implementing Cross-Culture
Thanh, P T H & Gillies, R (2010) Designing a culturally appropriate format of formative peer assessment for Asian students: The case of Vietnamese students International Journal of Educational Reform, 19(2), 72-85
Torrisi, R G (2012) Academics' use of echnology with face-to-face teaching:
Factors predicting the use of blended strategies Doctoral Dessertation, Griffith
Tue H N (2015) EFL teachers' perceptions and experiences of blended learning in a Vietnamese university (Doctoral dissertation, Queensland University of Technology)
Tue, H N & Duyen, T T (2010) A preliminary implementation of blended courses at Hanoi University of Industry Journal of Science and Technology,
Ushida, E (2005) The role of students' attitudes and motivation in second language learning in online language courses CALICO journal, 23(1), 49-
Valiathan, P (2002) Blended learning models Available on-line: http://www.learningcircuits.com/ 2002/aug2002/valiathan.html (accessed 26 April, 2013)
Vaughan, N (2007) Perspectives on blended learning in higher education International Journal on ELearning, 6(1), 81-94
Vaughan, N D., Cleveland-Innes, M & Garrison, D R (2013) Teaching in blended learning environments: Creating and sustaining communities of inquiry Edmonton: Athabasca University Press
Wang, Y (2007) On the Cognitive Processes of Human Perception with Emotions, Motivations, and Attitudes University of Calgary Canada
Webb, N M & Mastergeorge, A (2003) Promoting effective helping behavior in peer-directed groups International Journal of Educational Research, 39(1),
APPENDICES Appendix 1: Questionnaire (English version)
Questionnaire on students’ perceptions of blended learning
This questionnaire aims to gain insights into the benefits and challenges students face in a blended learning environment Your participation is greatly valued, and we kindly ask that you take a few minutes to complete it Please answer the questions as honestly and accurately as possible.
II Questions on the Blended learning program
Please tick (√) in the appropriate box that corresponds to your answers
2 = disagree 3 = neutral 4 = agree 5 = strongly agree
1 The online platform has clear and user-friendly interface
2 Students can access the online platform anytime, anywhere with Internet connection
3 Students can use flexible time to complete their online tasks
4 Technical errors rarely happen in online platform
5 Students get technical support in the online sessions whenever they need
6 The online tasks are various, engaging and logically sequenced from simple to complex
7 The online tasks provide students with knowledge to understand assigned topic
8 The online units are relevant to students’ major and the specialized subjects
9 Students can understand all the online tasks thoroughly
The online contents provide students with plenty of opportunities to practice language skills and better preparation for exams
11 Online practice helps improve students’ learning outcomes
12 The online tasks have suitable level of difficulty to students’ ability
Students can carry out the self-regulated learning practices required in online learning environment
14 Online learning motivates students to study by themselves
15 Online practice is as effective as face-to-face sessions
16 Students’ books and workbooks have clear and easy to understand structures
17 Students’ books and workbooks are effective in assisting students in face-to-face sessions
18 The face-to-face activities are parallel to online tasks
19 The face-to-face activities are interesting and in various forms and formats
20 The face-to-face activities have suitable difficulty to students’ ability
21 The face-to-face activities motivate students to interact more with teachers and peers
The face-to-face interactions help students realize their needs and receive more assistance from teachers and peers
23 Students receive immediate feedback from the teachers and peers during face-to-face sessions
Face-to-face sessions continues online studies and satisfy students’ needs considerably in terms of extra practice
25 Face-to-face sessions help improve students’ learning outcomes
All the information provided will be purely used for academic purposes and your identity will be treated with utmost confidentiality
Thank you for your cooperation!
BẢNG CÂU HỎI ĐÁNH GIÁ CHƯƠNG TRÌNH HỌC KẾT HỢP
Gửi các bạn sinh viên,
Bảng câu hỏi này nhằm mục đích tìm hiểu những thuận lợi và bất lợi mà sinh viên gặp phải trong chương trình học kết hợp Xin vui lòng dành ít phút để hoàn thành bảng câu hỏi và cung cấp câu trả lời một cách trung thực và chính xác nhất.
II Các câu hỏi liên quan đến chương trình Học kết hợp Đánh dấu (√) vào ô bạn lựa chọn cho mỗi câu hỏi
1 = Rất không đồng ý 2 = Không đồng ý
3 = Trung lập 4 = Đồng ý 5 = Rất đồng ý
1 Giao diện trang học online rõ ràng và thân thiện với người dùng
2 Sinh viên có thể truy cập trang học online vào bất kỳ lúc nào, ở bất kỳ đâu khi có kết nối Internet
3 Sinh viên có thể dùng thời gian cá nhân một cách linh hoạt để hoàn thành các bài tập trực tuyến
4 Các lỗi hệ thống hiếm khi xảy ra trên nền tảng trực tuyến
5 Sinh viên được hỗ trợ kỹ thuật khi học online bất cứ khi nào cần
6 Các bài tập trực tuyến đa dạng, thu hút và được sắp xếp theo trình tự hợp lý từ đơn giản đến phức tạp
7 Các bài tập trực tuyến mang lại cho sinh viên kiến thức để có thể về chủ đề được giao
8 Các bài học trực tuyến liên quan đến chuyên ngành và các môn chuyên ngành của sinh viên
9 Sinh viên có thể hiểu tất cả các bài tập trực tuyến một cách thấu đáo
Nội dung trực tuyến mang lại cho sinh viên nhiều cơ hội để rèn luyện kỹ năng ngôn ngữ, giúp họ chuẩn bị tốt hơn cho các kỳ thi.
11 Việc thực hành trực tuyến giúp cải thiện kết quả học tập của sinh viên
12 Các bài tập trực tuyến có mức độ khó phù hợp với khả năng của sinh viên
13 Sinh viên có thể tự điều chỉnh việc thực hành được yêu cầu trên môi trường học trực tuyến
14 Học trực tuyến thúc đẩy sinh viên tự học
15 Thực hành trực tuyến cũng hiệu quả như các buổi học trực tiếp trên lớp
16 Sách giáo trình và sách bài tập có cấu trúc rõ ràng và dễ hiểu
17 Sách giáo trình và sách bài tập hỗ trợ sinh viên một cách hiệu quả trong các buổi học trực tiếp trên lớp
D Các hoạt động trên lớp
18 Các hoạt động trên lớp đồng nhất với các bài tập trực tuyến.
