Pre-Service EFL Teachers’ Perception of Blended Learning

Journal Title: Journal of English Teaching - Year 2019, Vol 5, Issue 1

Abstract

Due to its great prospects to maximize the advantages of both online learning and faceto-face learning, blended learning (BL) has been growing as one of the most important educational advances of the 21st century. Current studies have revealed that BL is very potential to help address students’ diverse need and learning style, advance students’ learning experience by developing their engagement, motivation, and capacity for reflection, and provide learners with direct experience with technology-supported skills essential for 21st-century success style. This study aimed at investigating the perception of pre-service EFL teachers of blended learning in learning English as a foreign language (EFL) setting. Employed a mixed methods research design, quantitative and qualitative data were collected from 32 students of the English Education Department of Universitas Kristen Indonesia Jakarta. The findings revealed thatthe students’ perception towards blended learning was positive. The participants also valued learning using the online platform not only because it offers convenience, flexibility, and immediate access but also increases their engagement and independence and develops their technical and information literacy skills. However, they viewed face-to-face instruction more effective for it is more realistic due to the presence of direct interaction, immediate response, and the convenience of reading printed texts.

Authors and Affiliations

Parlindungan Pardede

Keywords

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  • EP ID EP50173
  • DOI http://dx.doi.org/10.33541/jet.v5i1.955
  • Views 230
  • Downloads 0

How To Cite

Parlindungan Pardede (2019). Pre-Service EFL Teachers’ Perception of Blended Learning. Journal of English Teaching, 5(1), -. https://www.europub.co.uk/articles/-A-50173