‘I Couldn’t Join the Session’
Benefits and Challenges of Blended Learning amid Covid-19 from EFL Students
Bibliographic Data
| ID | 21830696 |
|---|---|
| Authors | Nada Bin Dahmash (0000-0001-5918-5124, King Saud University, corresponding author) |
| Year | 2020 |
| Volume | 10 |
| Issue | 5 |
| Pages | 221 |
| Publication date | 2020-07-22 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of English Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 1923-869X • E-ISSN: 1923-8703 |
| Publisher | Canadian Center of Science and Education (PUBLISHER) |
| DOI | 10.5539/ijel.v10n5p221 |
| OpenAlex | W3044328142 |
| Language | EN |
| Citations received | 13 |
| References cited | 4 |
COVID-19 has changed the process of teaching considerably, as educational institutions around the world moved to adopt blended learning initiatives to ensure continuity, while managing the spread of this infectious disease. All Saudi Arabia’s universities have continued to deliver courses via digital platforms. This study draws on traditional views about blended learning (Sharma, 2010) and examines the pedagogical changes to English courses implemented at King Saud University following the start of the COVID-19 pandemic. It aims to explore the benefits and challenges of blended learning during the spread of COVID-19 from the perspective of English as a foreign language (EFL) student. Qualitative data were collected from two focus group sessions, and one-to-one interviews with twelve students taking a general intensive English course at King Saud University over a six-week period. The results reveal that blended learning benefited the EFL students by supporting their writing skills and encouraging them to search online, as well as by matching their circumstances and being economical. It also identifies that the challenges EFL students faced included technological problems, flaws in the instructor’s performance, difficulties with online tests, attitudes to online learning and limited resources, and the university council’s decisions. The paper concludes with recommendations to exploit the benefits identified, and overcome the challenges of blended learning when teaching English in an EFL context
2019-20 coronavirus outbreak · Business · Combinatorics · Mathematics education · World Wide Web · Communication in Education and Healthcare · Computer Science · Mathematics · Medicine · Online and Blended Learning · Psychology · Internal Medicine · Virology
The Role of the Blackboard LMS in EFL Course Delivery During the Covid-19 Pandemic
EFL Writing Teaching / Learning Could Go Online
EFL Instructors’ and Students’ Perceptions of Online Writing Instruction During the Covid-19 Pandemic
“Till we meet again!”
Shadows and light
Exploring a Rural English Teacher’s Lived Experiences of Assessment Practices in a Blended Learning Enactment
Emergency remote teaching practices
Moodle as a catalyst for English proficiency
Is synchronous online learning more beneficial than asynchronous online learning in a Saudi EFL setting
The effects of introducing language learning software during the Covid-19 pandemic
Blended Learning in a Higher Education Context
Examining Interaction in Synchronous Online Classes
Conceptualizing L2 Teachers’ Blended Assessment Literacy (L2TBAL)
| Unique citing works | 13 |
|---|---|
| Citations per year | 2.6 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 9 |