The Effect of Blended Learning in English Language Proficiency Courses on the Language Performance of Kurdish EFL Postgraduate Students in Sulaimani City
Zana Mahmood Hassan
English Department, College of Languages, University of Sulaimani, Sulaimani, Kurdistan Region of Iraq
Hogar Mohammed Tawfeeq
Sulaimani Polytechnic University (SPU) - International English Language Centre (IELC) Sulaimani, Kurdistan Region of Iraq
Zhwan Othman Ahmed
Charmo University - Language Centre, Chamchamal, Kurdistan Region of Iraq
DOI: https://doi.org/10.25130/Lang.8.7.10
Keywords: BL, language proficiency courses, face-to-face instruction, Kurdish students, EFL
Abstract
Recently, the effect of the blended learning strategy as compared with the face-to-face instruction in English language teaching has become a popular topic of research. This study focuses on the effect of implementation of Blended Learning (BL) approach in English Language Proficiency courses in Sulaimani city, Kurdistan Region of Iraq (KRI) on the language proficiency of both Elementary and Pre-intermediate level course participants. The study utilizes the quasi-experimental research design involving 104 Kurdish postgraduate students, who were allocated into a treatment group (blended learning) and control group (traditional face-to-face classroom), from these two levels. Thus, the main goal of this study is to investigate whether there are any significance differences in obtained language proficiency between participants of the two groups between groups and per level. The sampling has been taken from the population who were enrolled in an English language proficiency course at the public universities’ language centres in Sulaimani city. The experiment was carried out during an intensive course lasted for six weeks (100 hours) in which the classes of English language proficiency were taught four days per week. The experimental group was taught using blended learning (i.e. an equal combination of both virtual and face-to-face teaching) and the control group was only instructed with regular face-to-face teaching. Overall, the results show that the participants who were taught using both blended learning and traditional teaching methods outperformed the control group who were only taught in face-to-face classrooms. Additionally, the pre-intermediate experimental group achieved higher language performance than the pre-intermediate control group and improved their overall language proficiency slightly higher than the elementary group. The findings of this study bring further evidence and support for the integration of blending learning into English language classes, particularly in the language proficiency courses of the universities’ language centres. This study also has a number of teaching implications for EFL teachers which will be highlighted at the end of the paper.
References
• Adas, Dana and Bakir, A. (2013). Writing difficulties and new solutions: Blended learning as an approach to improve writing abilities. International Journal of Humanities and Social Science, 3(9), 254-266.
• Al Bataineh, K. B., Banikalef, A., & H Albashtawi, A. (2019). The effect of blended learning on EFL students’ grammar performance and attitudes: An investigation of Moodle. Arab World English Journal (AWEJ) Volume, 10.
• Al Noursi, O. H. (2020). The Impact of Blended Learning on the Twelfth Grade Students’ English Language Proficiency. Arab World English Journal (AWEJ), 11(4), pp.508-518.
• Askwall, S. (1985). Computer Supported Reading vs Reading Text on Paper: A Comparison of Two Reading Situations. Int. J. Man Mach. Stud., 22, 425-439.
• Banditvilai, C. (2016). Enhancing Students’ language skills through blended learning. The Electronic Journal of E-Learning, 14(3), 220–229.
• Bersin, J. (2004). The Blended Learning Book Best Practices, Proven Methodologies, and Lessons Learned. San Francisco: John Wiley & Sons, Inc.
• Blumberg, Ph. (2019). Making Learning-centered teaching work: Practical strategies for implantation. Virginia: Stylus Publishing, LLC.
• Brown, D. B. (2014). Mixed methods research for TESOL. Edinburgh: Edinburgh University Press.
• Cushman, W. H. (1986). Reading from Microfiche, a VDT, and the Printed Page: Subjective Fatigue and Performance. Human Factors, 28(1), 63-73. https://doi.org/10.1177/001872088602800107
• Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford university press.
• Dudeney, G., Hockly, N. and Pegrum, M. (2013). Digital literacies: Research and resources in language teaching. London: Pearson.
• Garrison, D. R., and Vaughan (auth.), N. and D. (2007). Blended Learning in Higher Education_ Framework, Principles, and Guidelines. San Francisco: John Wiley & Sons, Inc.
• Glazer, F. S. (Ed.). (2023). Blended learning: Across the disciplines, across the academy. New York: Taylor & Francis.
• Gould, J. D., Alfaro, L., Barnes, V., Finn, R., Grischkowsky, N., and Minuto, A. (1987). Reading Is Slower from CRT Displays than from Paper: Attempts to Isolate a Single-Variable Explanation. Human Factors, 29(3), 269-299. https://doi.org/10.1177/001872088702900303
• Gould, J. D., Alfaro, L., Finn, R., Haupt, B., et al. (1987). Reading from CRT displays can be as fast as reading from paper. Human Factors, 29(5), 497–517.
• Gracia-Castro, V. (2023). Experimental designs. In a quick guide to research methods for dissertations in education, Parrish, A. and Shaikh (Eds.), G. pp. 155-168. Great Britan: Bloomsbury Academic.
• Graham, C. R. (2021). Exploring definitions, models, frameworks, and theory for blended learning research. In A. G. Picciano, C. D. Dziuban, C. R. Graham, and P. D. Moskal (Eds.), Blended learning: Research perspectives, 3, 10-30.
• Khudhair, N. K. (2022) The Impact of Blending Learning on EFL College Students’ Writing Abilities. Journal of Language Studies, 5(3), pp. 46-55.
DOI: https://doi.org/10.25130/jls.5.3.17
• Harrington, A. M. (2010). Problematizing the hybrid classroom for ESL/EFL students. TESL- EJ: Teaching English as a Second or Foreign Language, 14(3). Retrieved from Problematizing the Hybrid Classroom for ESL/EFL Students (tesl-ej.org)
• Hashemi, Aminuddin and Kew, Si. (2020). The Effects of Using Blended Learning in Teaching and Learning English: A Review of Literature. International Journal Of Eurasia Social Sciences, 18, 173-179.
• Macdonald, J. (2008). Blended learning and online tutoring: Planning learner support and activity design (2nd ed.). England: Gower Publishing Company.
• Mezaal, A. K., Dehham, S. H. and Hassan, A. A. N. (2021). The effect of blended teaching method on Iraqi EFL students’ performance in learning English language. 12(7), pp. 2817-2823. Turkish Journal of Computer and Mathematics Education.
• Ismail, Shahla Hemin and Khaleel, Adnan Fadhel. (2021). The Impact of Blended Learning on Student’s Achievement at Lebanese French University. Qalaai Zanist Scientific Journal, 6(4), 1111-1121.
• Jamal, Shirin. (2021). The impact of online learning on students: Evidence from Lebanese French University-Erbil. International Journal of Research in Business and Social Science, 10 (3), 522-532.
• Kim, H. J. and Kim, J. (2013). Reading from an LCD monitor versus paper: Teenagers’ reading performance. International Journal of Research Studies in Educational Technology. (2) 1, 15-24.
• Krashen, S. (1982). Principles and practice in second language acquisition. University of Southern California.
• Masita, M. (2020). Teaching Vocabulary Using Blended Learning Method. Ethical Lingua Journal of Language Teaching and Literature, 7(1), 128-135.
• Mezaal, A. K., Dehham, S. H. and Hassan, A. A. N. (2021). The effect of blended teaching method on Iraqi EFL students’ performance in learning English language. Turkish Journal of Computer and Mathematics Education, 12(7), 2817-2823.
• Mohammed H. K and Malo S. S. (2022). Investigating Kurdish EFL Students’ Attitudes towards Blended Learning at University Level. Journal of Basic Science, 10, 403-428.
• Mohammed H. M. and Muhammad, H. (2023). Investigating the Impact of Blended Learning on Kurdish EFL Learners’ Writing Skill at Kurdistan Universities. The Journal of University of Duhok, 26, 79-88.
• Muter, P. and Maurutto, P. (1991). Reading and skimming from screens and books: The paperless office revisited. Behaviour and Information Technology, 10, 257–266.
• Muter, P., Latrémouille, S. A., Treurniet, W. C., and Beam, P. (1982). Extended Reading of Continuous Text on Television Screens. Human Factors, 24(5), 501-508. https://doi.org/10.1177/001872088202400501
• Nunan, D. (1992). Research methods in language learning. NY: Cambridge University Press.
• Nuri, H. S. M. (2021). Blended Learning to Improve University Students’ Language Skills in the Iraqi Context. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(2), 246-255.
• Oliver, M. and Trigwell, K. (2005). Can “blended learning” be redeemed? E-Learning, 2(1), 17 26.
• Rahimi, Ali and Fatemeh Behjat. (2011).On the Screen or Printed: A Case of EFL Learners' Online and Offline Reading the Press. I-Manager’s Journal on English Language Teaching, 1(2), 5-25.
• Rassul, T. H. and Wali, H. A. (2020) The EFL Learners’ Attitudes towards Using Moodle as an LMS for Learning English Language. Journal of Language Studies, 4(1), pp. 7-84
DOI: https://doi.org/10.25130/jls.4.1.4
• Solak, E. (2014). Computer versus Paper-Based Reading: A Case Study in English Language Teaching Context. Mevlana International Journal of Education, 4(1), 202-211.
• Szymańska, A., and Kaczmarek, A. (2011). Reading Efficiency in Blended Learning Context. Teaching English with Technology, 11, 29-42.
• Tango Rojas, J. S. (2020). The Effect of Blended Learning on Language Proficiency of an EFL Class: An Empirical Study (MA thesis). West Virginia University.
• Rose, H., McKinley, J. and Baffoe-Djan, J. B. (2020). Data Collection Research Methods in Applied Linguistics. Great Britain: BLOOMSBURY ACADEMIC.
• Stanley, G. (2013). Language learning with technology: Ideas for integrating technology in the classroom. Cambridge: Cambridge University Press.
• Stein, J. and Graham, Ch. R. (2014). Essentials for Blended Learning: A Standards Based Guide. In Online & Blended Learning: Selections from Field, Taylor & Francis Group
• Stein, J., & Graham, C. R. (2014). Essentials for blended learning: A standards-based guide. Routledge.
• Stickler, U. (2022). Technology and language teaching: Elements in language teaching. Cambridge: Cambridge University Press.
• Tango Rojas and Jamile Sulam (2020)."The Effect of Blended Learning on Language Proficiency of an EFL Class: An Empirical Study" Graduate Theses, Dissertations, and Problem Reports. 7609.
https://researchrepository.wvu.edu/etd/7609
• Thornbury S. (2017). The New A-Z of ELT. London: The UK.
• Thorne, K. (2003). Blended Learning: How to Integrate Online and Traditional Learning. The UK: Kaye Thorne.
• Tong, D. H., Uyen, B. P. and 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) pp. 1-14.
• Williams, M. and Burden, R. L. (1997). Psychology for Language Teachers: a Social Constructivist Approach. Cambridge: Cambridge University Press.
• Wilkinson, R. T., and Robinshaw, H. M. (1987). Proof-reading: VDU and paper text compared for speed, accuracy and fatigue. Behaviour and Information Technology, 6(2), 125–133. https://doi.org/10.1080/01449298708901822
• Ziefle, M. (1998). Effects of Display Resolution on Visual Performance. Human Factors, 40(4), 554-568.
