Views: 2,699
Arab World English Journal (AWEJ) Volume 15. Number 2, June 2024 Pp. 207-225
Department of Languages and Translation
College of Humanities and Social Sciences
Northern Border University, Arar, Saudi Arabia
In an era where technology seamlessly blends with teaching methodologies, this study examines EFL teachers’ perceptions in Saudi Arabia regarding the impact of blended learning methodologies on student engagement compared to traditional teaching approaches. This paper aims to explore the challenges these teachers encounter in implementing blended learning and its perceived effects on learning outcomes. Through a qualitative research design, the study engaged 42 EFL teachers, selected randomly to encapsulate a wide array of genders, academic backgrounds, teaching experiences, and levels of technological proficiency. A bespoke, researcher-developed questionnaire with open-ended questions was strategically employed to extract in-depth insights into the teachers’ experiences and perceptions regarding blended learning within the Saudi educational context. Thematic analysis was utilized to uncover patterns and themes within the responses. The findings reveal that while blended learning methodologies are recognized for their potential to moderately enhance student engagement through increased participation, attentiveness, and enthusiasm for learning, challenges significantly temper their effectiveness. These include technological barriers, disparities in digital literacy, and the complexities of integrating blended learning into existing pedagogical frameworks. Despite these obstacles, the study identifies a cautious optimism among EFL teachers about the potential of blended learning to enrich educational outcomes, provided that the aforementioned challenges are systematically addressed. This research is significant as it contributes critical insights into the evolving role of blended learning in EFL education, highlighting the need for strategic implementation and support mechanisms to fully leverage its benefits in enhancing student engagement and learning outcomes in Saudi Arabia. Based on these findings, implications, limitations, and recommendations were provided.
Keywords: Blended learning, EFL teachers, pedagogical impact, Saudi EFL classroom, technology integration
Alruwaili, S. F. (2024). Blended Learning in the Saudi EFL Classroom: Insights from Teachers on Pedagogical Impact. Arab World English Journal, 15(2), 207-225.
Abbad, M. (2021). Using the UTAUT model to understand students’ usage of e-learning systems in developing countries. Educ Inf Technology, 26, 7205–7224. https://doi.org/10.1007/s10639-021-10573-5
Adam, M.S., Hamid, J.A., Khatibi, A. & Azam, S.M.F. (2023). Autonomous motivation in blended learning: Effects of teaching presence and basic psychological need satisfaction. Learning and Motivation, 83, 101908. https://doi.org/10.1016/j.lmot.2023.101908
Alam, S., Albozeidi, H. F., Al-Hawamdeh, B. O. S., & Ahmad, F. (2022). Practice and principle of BL in ESL/EFL pedagogy: strategies, techniques and challenges. International Journal of Emerging Technologies in Learning (Online), 17(11), 225–241. https://doi.org/10.3991/ijet.v17i11.29901
Alammary, A. (2019). Blended learning models for introductory programming courses: A systematic review. PLOS ONE, September 5, 2019. https://doi.org/10.1371/journal.pone.0221765
Alhusban, H. (2022). A novel synchronous hybrid learning method: Voices from Saudi Arabia. Electronic Journal of E-Learning, 20(4), 400-418. https://doi.org/10.34190/ejel.20.4.2340
Ali, A., Khan, R. M. I., & Alouraini, A. (2023). A comparative study on the impact of online and blended learning. SAGE Open, 13(1). https://doi.org/10.1177/21582440231154417
Ali, S. M., Yunus, K., Alshaikhi, T., Abugohar, M. A., Mohana, T., & Mustafa, T. (2023). The effects of blended learning on first-year Arab university students’ oral production. World Journal of English Language, 13(8). https://doi.org/10.5430/wjel.v13n8p146
Al-khresheh, M. (2022a). The impact of COVID-19 pandemic on teachers’ creativity of online teaching classrooms in the Saudi EFL context. Frontiers in Education, 7(1041446), 1-11. https://doi.org/10.3389/feduc.2022.1041446
Al-khreshehM. (2022b). Teachers’ perceptions of promoting student-centred learning environment: an exploratory study of teachers’ behaviours in the Saudi EFL context. Journal of Language and Education, 8(3), 23-39. https://doi.org/10.17323/jle.2022.11917
Al-khresheh, M. (2023). Virtual classrooms engagement among Jordanian EFL students during the pandemic of COVID-19 period. Cogent Education, 10(1), 1-22.https://doi.org/10.1080/2331186X.2023.2188989
Allen, I. E., Seaman, J., & Garrett, R. (2007). Blending in: The extent and promise of blended education in the United States. Needham, MA: The Sloan Consortium.
Al-Qatawneh, S., Eltahir, M.E. & Alsalhi, N.R. (2020). The effect of blended learning on the achievement of HDE students in the methods of teaching Arabic language course and their attitudes towards its use at Ajman University: A case study. Education and Information Technologies, 25, 2101–2127. https://doi.org/10.1007/s10639-019-10046-w
Al-Qudimi, Y. H. A., & Hameed, S. (2024). Blended learning in EFL programs in Yemen: Learners’ perceptions. Journal of English Studies in Arabia Felix, 3(1), 28-42. https://doi.org/10.56540/jesaf.v3i1.90
Alsalhi, N.R., Al-Qatawneh, S., Eltahir, M. & Aqel, K. (2021). Does Blended Learning improve the academic achievement of undergraduate students in the mathematics course?: A case study in higher education. EURASIA Journal of Mathematics, Science and Technology Education, 17(4). https://doi.org/10.29333/ejmste/10781
Altay, İ. F. & Altay, A. (2019). A review of studies on blended learning in EFL environment. International Journal of Curriculum and Instruction 11(1), 125–140. Available online at ijci.wcci-international.org
Armellini, A., Teixeira Antunes, V. & Howe, R. (2021). Student perspectives on learning experiences in a higher education active blended learning context. TechTrends 65, 433–443 (2021). https://doi.org/10.1007/s11528-021-00593-w
Cao, W. (2023). A meta-analysis of effects of blended learning on performance, attitude, achievement, and engagement across different countries. Front. Psychol., 14, 1-15. https://doi.org/10.3389/fpsyg.2023.1212056
Castro, R. (2019). Blended learning in higher education: Trends and capabilities. Educ Inf Technology, 24, 2523–2546. https://doi.org/10.1007/s10639-019-09886-3
Cohen, L., Manion, L. & Morrison, K. (2017). Research methods in education. Routledge.
Cooper, C. & Quick, J.C. (eds). (2017). The handbook of stress and health: A guide to research and practice. John Wiley and Sons.
Denzin, N. & Lincoln, Y. (Eds) (2023). The SAGE handbook of qualitative research. Sage
Ding, A-C., Ottenbreit-Leftwich, A., Lu, Y-H. & Glazewski, K. (2019). EFL teachers’ pedagogical beliefs and practices with regard to using technology. Journal of Digital Learning in Teacher Education, 35(1). https://doi.org/10.1080/21532974.2018.1537816
Ginns, P. & Ellis, R. (2007). Quality in blended learning: Exploring the relationships between on-line and face-to-face teaching and learning. Internet and Higher Education 10, 53–64.
Hasan, M.K., Tonmon, T.T., Kabir, H., Masud, S.B., Hasan, M.A., Das, B., Akter, M., Hawlader, M.D.H., & Mitra D.K. (2021). Availability and use of technology for e-learning: To what extent do these impact Bangladeshi university students? A cross-sectional study. F1000Res, 10(1285). https://doi.org/10.12688/f1000research.75532.1.
Hrastinski, S. (2019). What do we mean by Blended Learning? TechTrends, 63, 564–569. https://doi.org/10.1007/s11528-019-00375-5
Hwang, A. (2018). Online and hybrid learning. Journal of Management Education, 42(4), 557-563. https://doi.org/10.1177/1052562918777550
Jost, N.S., Jossen, S.L., Rothen, N. Martarelli, S. C. (2021). The advantage of distributed practice in a blended learning setting. Educ Inf Technol, 26, 3097–3113. https://doi.org/10.1007/s10639-020-10424-9
Kemp, N. (2020). University students’ perceived effort and learning in face-to-face and online classes. Journal of Applied Learning & Teaching, 3(1), 69–77. https://doi.org/http://dx.doi.org/10.1680/geot.2008.T.003
Kintu, M.J., Zhu, C. & Kagambe, E. (2017). Blended learning effectiveness: the relationship between student characteristics, design features and outcomes. International Journal of Educational Technology in Higher Education, 14(7), 1-20. https://doi.org/10.1186/s41239-017-0043-4
Kundu, A., Bej, T., & Nath, D.K. (2021). Time to achieve: implementing blended learning routines in an Indian elementary classroom. J. Educ. Technol. Syst., 49(4), 405-431. https://doi.org/10.1177/00472395209844
Laster, S. (2004). Blended learning: Driving forward without a definition. Babson Park, MA: Curriculum Innovation and Technology Group, Babson College.
Machumu, H. & Zhu, C. (2017). The relationship between student conceptions of constructivist learning and their engagement in constructivist based blended learning environments. International Journal of Learning Technology, 12(3), 253-272. https://doi.org/10.1504/IJLT.2017.088408
Mellar, H., Peytcheva-Forsyth, R., Kocdar, S. Karadeniz, A., & Yovkova, B. (2017). Addressing cheating in e-assessment using student authentication and authorship checking systems: teachers’ perspectives. International Journal for Educational Integrity, 14(2). https://doi.org/10.1007/s40979-018-0025-x
Mo, X. (2020). Teaching reading and teacher beliefs. Springer.
Moskal, P., Dziuban, C., & Hartman, J. (2013). Blended learning: A dangerous idea? Internet and Higher Education, 18, 15–23. https://doi.org/10.1016/j.iheduc.2012.12.001
Mudjijanti, F., & Srimulyani, V. A. (2023). The impact of e-learning on student interest during the Covid-19 pandemic. European Journal of Education and Pedagogy, 4(3), 135–142. DOI: 10.24018/ejedu.2023.4.3.681. 85-89
Mundy, M-A., Hernandez, J. & Green, M. (2019). Perceptions of the effects of augmented reality in the classroom. Journal of Instructional Pedagogies, 22, 1-15. https://files.eric.ed.gov/fulltext/EJ1216828.pdf
Öncü, S. & Bichelmeyer, B.A. (2021). Instructional practices affecting learner engagement in blended learning environments. Participatory Educational Research (PER), 8(3), 210-226. http://dx.doi.org/10.17275/per.21.62.8.3
Pappa, S. (2014). Teachers’ perceptions of student engagement and teacher self-efficacy beliefs. International Master’s Degree Program in Education, University of Jyväskylä. https://jyx.jyu.fi/bitstream/handle/123456789/44989/1/URN%3ANBN%3Afi%3Ajyu-201412223572.pdf
Pardede, P. (2020). Secondary school EFL teachers’ perception of ICT use in learning and teaching. Journal of English Teaching, 6(2), 144-157. http://dx.doi.org/10.33541/jet.v6i2.1976
QAA (2020). Guidance building a taxonomy for digital learning. The Quality Assurance Agency for Higher Education.
Rachman, L.A., Sudiyono, & Phonix, E. (2021). The blended learning implementation of ELT based on teachers’ and students’ perspective in new normal condition of Covid 19. Professional Journal of English Education, 4(3), 457-468.
Rasheed, R.A., Kamsin, A. & Abdullah, N.A. (2020). Challenges in the online component of blended learning: A systematic review. Computers & Education, 144, 103701. https://doi.org/10.1016/j.compedu.2019.103701.
Rianto, A. (2020). Blended learning application in Higher Education: EFL learners’ perceptions, problems, and suggestions. Indonesian Journal of English Language Teaching and Applied Linguistics, 5(1).
Saldana, J. (2021). The coding manual for qualitative researchers. Balfe Books.
Schoonenboom, J. & Johnson, R.B. (2017). How to construct a mixed methods research design. Kolner Z Soz Sozpsychol, 69(Suppl 2), 107–131. https://doi.org/10.1007/s11577-017-0454-1
Smith, K., & Hill, J. (2018). Defining the nature of blended learning through its depiction in current research. Higher Education Research and Development. DOI: https://doi.org/10.1080/07294360.2018.1517732
Tong, D.H., Uyen, B.P. & Ngan, L.K. (2022). The effectiveness of blended learning on students’ academic achievement, self-study skills and learning attitudes: A quasi-experiment study in teaching the conventions for coordinates in the plane. Heliyon, 8(12). https://doi.org/10.1016/j.heliyon.2022.e12657.
Turan, Z. & Akdag-Cimen, B. (2020). Flipped classroom in English language teaching: a systematic review. Computer Assisted Language Learning, 33(5-6), 590-606. https://doi.org/10.1080/09588221.2019.1584117
van Vijfeijken, M., van Schilt-Mol, T., Scholte, R.H.J., & Denessen, E. (2023). A quantitative study of teachers’ beliefs and practices regarding fair classroom differentiation. SN Social Sciences, 3, 13. https://doi.org/10.1007/s43545-022-00590-7
Wang, R. (2023). Economic benefits of blended teaching mode in the knowledge economy era: A case study of College English course. Journal of Knowledge Economy. https://doi.org/10.1007/s13132-023-01595-0
Yu, Z. G. (2015). Blended learning over two decades. International Journal of Information and Communication Technology Education, 11, 1–19. https://doi.org/10.4018/IJICTE.2015070101
Yu, Q., Yu, K., Li, B. & Wang, Q. (2023). Effectiveness of blended learning on students’ learning performance: A meta-analysis. Journal of Research on Technology in Education, 1–22. https://doi.org/ 10.1080/15391523.2023.2264984
Zee, M., & Koomen, H. M. Y. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981-1015. https://doi.org/10.3102/0034654315626801
Zhang, J-H., Zou, L-C., Miao, J-J., Zhang, Y-X., Hwang, G-J. & Zhu, Y. (2020). An individualized intervention approach to improving university students’ learning performance and interactive behaviors in a blended learning environment. Interactive Learning Environments, 28(2), 231-245. https://doi.org/10.1080/10494820.2019.1636078
Zhang, W., & Zhu, C. (2017). Review on blended learning: Identifying the key themes and categories. International Journal of Information and Education Technology, 7(9), 673–678. https://doi.org/10.18178/ijiet.2017.7.9.952
Zhao, S., & Song, J. (2021). What kind of support do teachers really need in a blended learning context? Australasian Journal of Educational Technology, 37(4), 116–129. https://doi.org/10.14742/ajet.6592
Shatha Fahad Alruwaili is an academic and researcher in the Department of Languages and Translation at Northern Border University, Arar, Saudi Arabia. Her research focuses on theoretical and applied linguistics, particularly in English language learning and teaching. She aims to enhance EFL teaching and promote effective teaching methodologies in the Saudi context.
Orcid: https://orcid.org/0000-0002-1145-0926