Perceptions of Turkish EFL Students on Online Language Learning Platforms and Blended Language Learning

Autor/in	Istifci, Ilknur
Titel	Perceptions of Turkish EFL Students on Online Language Learning Platforms and Blended Language Learning
Quelle	In: Journal of Education and Learning, 6 (2017) 1, S.113-121 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Blended Learning; Educational Technology; Technology Uses in Education; Questionnaires; Interviews; Statistical Analysis; Content Analysis; Student Attitudes; Electronic Publishing; Web Based Instruction; Teacher Attitudes; Tests; Scores; College Students; Turkey + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Fragebogen; Interviewing; Interviewtechnik; Statistische Analyse; Inhaltsanalyse; Schülerverhalten; Elektronisches Publizieren; Web Based Training; Lehrerverhalten; Examination; Prüfung; Examen; Collegestudent; Türkei
Abstract	The purpose of this study is to examine the perceptions of EFL students studying English at the School of Foreign Languages, Anadolu University (AUSFL) on blended language learning and online learning platforms. The participants of the study consisted of 167 students whose English language proficiency level was B2 according to the Common European Framework of Reference (CEFR). A questionnaire adapted from Owston, York and Murtha (2013) was used in the study. After application of the questionnaire, ten randomly selected students were interviewed about their perceptions of blended learning. Applying statistical and content analysis of the interviews provided a deeper understanding of students' perceptions. Statistical analysis showed that students liked the idea of blended learning in terms of course format and attendance. Analysis of the interviews in terms of content revealed that students liked the flexibility of online learning, but preferred face-to-face communication with a teacher and classmates. In terms of their ideas about the online platforms of course books, their ideas varied. The students were mostly positive about using online language learning platforms. Even though the aim of the study was to get the perceptions of students, interviews were carried out with 5 teachers about students' mid-term and final exam scores to get an idea if engaging in blended learning helped them learn better. Based on the results, certain implications were drawn from the study in order to organize future teaching at the AUSFL and implement a teaching environment utilizing blended language learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01