Abstract
The aim of this qualitative study is to understand why online remedial assistance blended with face-to-face assistance fails as remedial assistance from the perception of underachieving English as Foreign Language (EFL) learners in higher education. This study is the post-phase of an implementation of blended instruction in an EFL class, which consisted of students who were underachieving in the new language. Although the implementation was designed to assist these students who were repeating the elementary level due to their failure at the exam, the implementation failed to assist five out of twelve students, and they could not pass the exam for the second time. This qualitative study aims to understand implementation from a personal perspective. For this purpose, the students were interviewed for their self-reflections on their experience with the implementation. The semi-structured interviews were recorded, transcribed, and analyzed to find the reasons for the failures of online remedial assistance blended with face-to-face. The results of the analysis showed that the students did not benefit from the design for the following reasons: they were not seen as slow and weak language learners, the content was uncontextualized, they were not motivated to produce the new language in productive skills with the audience and the mode, there was the need for more extensive studies online, and the need for alternative assessment. The study cares importance for educators who want to prepare online remedial assistance by including the active involvement of underachieving language learners and empowering their voice in productive skills.
Author Information
Nazli Ağgün Çelik, İskenderun Technical University, Türkiye
Paper Information
Conference: ECE2024
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
This paper is part of the ECE2024 Conference Proceedings (View)
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To cite this article:
Çelik N. (2024) Failed Blended Instruction as Remedial Assistance for Underachieving English Language Learners ISSN: 2188-1162 The European Conference on Education 2024: Official Conference Proceedings (pp. 521-533) https://doi.org/10.22492/issn.2188-1162.2024.42
To link to this article: https://doi.org/10.22492/issn.2188-1162.2024.42
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