Arab World English Journal (AWEJ) Special Issue on CALL Number 5. July 2019.               Pp. 267-288
DOI: https://dx.doi.org/10.24093/awej/call5.18

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Engaging Students through Blended Learning Activities to Augment Listening and
Speaking

Najat Hussein Alsowayegh
ELI, King Abdulaziz University, Jeddah, KSA

Hisham Jameel Bardesi
Deanship e Learning and Distance Education (eLDE)
King Abdulaziz University, Jeddah, KSA

Ibrahim Garba
JCC, King Abdulaziz University, Jeddah, KSA

Muhammad Aslam Sipra
JCC, King Abdulaziz University, Jeddah, KSA

 

 

Abstract:
Present study examines pedagogically the effect of blended learning activities to augment listening and speaking at tertiary level. Teachers provided content online that allowed measuring the students’ engagement, satisfaction, teacher’s role, and content and examination. Using the tools online on Blackboard®, discussion on forums and listening activities, the teacher provided the blended learning activities. The three-step strategy (3SS) framework was adopted for language learning.It provided students strategies that generated, supported and manipulated the blended learning activities for learning in the face to face sessions. The study investigates how blended learning activities motivate the engagement of students, their satisfaction, the role of the teacher, content and assessment from the students’ point of view. The study uses a population of 38 students from two sections of a listening and speaking class (control G1 n = 20 and blended G2 n = 18), a placement test, examination results and responses from a questionnaire as instruments for examining the effect of blended learning activities on the students’ engagement, satisfaction, teacher’s role, content and examination. The results using descriptive statistics demonstrate positive effects of using blended learning activities in supporting the improvement of students’ learning on listening and speaking at elementary level.e. In brief, using the evidence from the study reveals that exposing foundation year students to blended learning activities have positive effects on students’ engagement, satisfaction, teacher’s role, content and examination when learning English. The paper situated itself in the discussion of providing enriched language learning content online for supporting and measuring learning through the objective measurement of the content from the opinion of the students.
Key Words: blended learning, EFL online content, engagement, learning strategy, pedagogic innovation, student opinion

Cite as: Alsowayegh, N. H., Bardesi, H. J., Garba, I. & Sipra, M. A. (2019). Engaging Students through Blended Learning Activities to Augment Listening and Speaking. Arab World English Journal (AWEJ) Special Issue on CALL (5). 267-288   DOI: https://dx.doi.org/10.24093/awej/call5.18

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Dr. Najat Hussein Alsowayegh is an Assistant Professor of TESOL at ELI, King Abdulaziz
University, Jeddah, KSA. She has taught a variety of ELI courses. She received her BA in English
Language and Literature from Girls’ College for Education, KSA in 1984. She was awarded an
MA in Applied Linguistics from Colorado State University, USA in 1991. She went on to study
and research at the University of Exeter, UK, where she was awarded a PhD in TESOL in 2015.
Dr. Al-sowayegh is especially interested in improving students’ attitudes towards learning in
general and English, in particular. Her main research interests include use of social media
platforms in language learning and teaching, blended learning, TESOL and modern technology,
culture and identity, ESL teaching methods, classroom interactions, English teacher professional
development. ORCID: http://orcid.org/0000-0001-6897-9305