The purpose of this study was to explore how blended learning in English as a foreign language (EFL) classrooms was perceived by language learners and how this understanding helped inform the quality of blended learning for language education, particularly at a tertiary level. This study was conducted with 215 students from six major universities in Thailand which are active in blended language learning programs. The quantitative and qualitative data obtained from a questionnaire were integrated and analysed. Overall, the study showed mixed results for language learners’ perceptions. Although blended learning was positively perceived as useful for their English language development, some learners in this study were of the view that the environment was not as effective as expected. The limitations and problems of blended learning in language programs were highlighted: the need for learner training, prompt support, authentic tasks, and the teachers’ competence in blended learning implementation. The study also concluded with both practical and pedagogical implications for language programs which aim to continue implementing blended language learning and improving the quality and effectiveness of this mixed environment.
Nuttakritta Chotipaktanasook, Dhurakij Pundit University, Thailand
Stream: Blended learning
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