Perceptions and Attitudes towards Blended Learning for English Courses: A Case Study of English-majored Students at Thu Dau Mot University
DOI:
https://doi.org/10.54855/acoj.231414Keywords:
blended learning, students’ perceptions, students’ attitudesAbstract
During the COVID-19 pandemic, blended learning (BL) has become the new normal for higher education. This study conducts a detailed review of the literature and benefits of BL in the context of English as a Foreign Language (EFL) education, exploring the perceptions of English-majored students towards BL courses in English courses at Thu Dau Mot University and analyzing the negative attitudes towards BL from the learners' viewpoints. The respondents of this study are 165 undergraduate students majoring in English at Thu Dau Mot University's Faculty of Foreign Languages. The data are collected using a questionnaire to assess students' opinions and unfavorable attitudes towards BL in two principal domains. The writers use both statistical and content analyses to get a deeper comprehension of students' responses. The findings imply that students appreciate the convenience and flexibility of BL, which is more beneficial than one direction delivering knowledge as conventional learning or virtual learning. The results also indicate the improvement of students' English language abilities regarding BL mode in English courses. In the other domain, there are also unfavorable attitudes, mainly about cheating, a lack of interaction between lecturers and learners, and slow internet connection.
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