Blended learning addresses the way e-learning is combined with traditional teaching method and independent study approach to create a new, hybrid teaching methodology which has been increasingly applied in teaching foreign languages today. However, it requires a fundamental change in the way teachers and students approach the learning methods which, in turn, could bring about expecting or unexpecting results. Therefore, this paper attempts to discuss advantages and challenges that students, especially non-English major students of the University of Danang, often face when they take some blending English courses. The researcher has set up and studied three groups of students with different majors, namely economics, technology, and business English – from different universities belonging to the University of Danang, who are taking some blending English courses such as DyNed, Life, Skillful or other ones designed on Moodle platform by teachers. Because of differences in the major,the objectives of studying English, and incoming English proficiency of these three groups of students, their attitudes toward and results of studying English may be not similar, or even extremely different. However, the factors which have the biggest impact on these students’ studying results are the teachers’ skills on designing lesson syllabus, their teaching and assessing methods as conducting this type of courses. Besides, the paper intends to investigate some solutions that teachers may use to deal with the challenges of hybrid teaching method under the real pedagogical conditions in Vietnam.
Thi Thu Huong Pham, University of Foreign Language Studies / The University of Da Nang, Vietnam
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