Blended Learning in the New Normal: EFL Student and Teacher Perceptions and Reactions

Please always quote using this URN: urn:nbn:de:bvb:20-opus-296508
  • To reopen educational institutions and return to the classroom, we all need to modify how we act to successfully face the challenges of the new normal resulting from the COVID-19 pandemic and entailing our insights into and the after-effects of the pandemic. More specifically, the new normal might encompass online education we are getting used to during the pandemic and the age-old onsite education as well. Thoughtfully integrated, online and onsite learning combine to create blended learning. However, the pertinent literature reveals thatTo reopen educational institutions and return to the classroom, we all need to modify how we act to successfully face the challenges of the new normal resulting from the COVID-19 pandemic and entailing our insights into and the after-effects of the pandemic. More specifically, the new normal might encompass online education we are getting used to during the pandemic and the age-old onsite education as well. Thoughtfully integrated, online and onsite learning combine to create blended learning. However, the pertinent literature reveals that English as a foreign language (EFL) students and teachers differently perceive and react to blended learning in diverse contexts. This study was designed to explore student and teacher perceptions of and reactions to blended learning in the Department of English, Jahangirnagar University in the new normal. Fifty undergraduates of EFL and eight teachers of the department participated in the study. To collect data from them, the Student Questionnaire and the Teacher Questionnaire were used. And the data were processed by applying the SPSS programme module. The findings revealed that the majority of the students and the teachers had mostly positive perceptions of blended learning, although the former did not have sufficient exposure to online learning and the latter lacked adequate insights into online teaching. Further, both the students and the teachers expressed mostly positive reactions to blended learning in the new normal, though the former deemed online examinations inadequately smooth and reliable, and the latter had insufficient experience of online instruction and assessment. The study categorically recommends reforming the curriculum, adopting relevant instructional strategies, developing suitable materials, customizing the assessment, integrating and installing technology, training the teachers, upskilling the students for blended learning, improving the infrastructure, and adjusting the management.show moreshow less

Export metadata

Additional Services

Share in Twitter Search Google Scholar Statistics
Metadaten
Author: Md. Maniruzzaman
URN:urn:nbn:de:bvb:20-opus-296508
Document Type:Book article / Book chapter
Faculties:Philosophische Fakultät (Histor., philolog., Kultur- und geograph. Wissensch.) / Neuphilologisches Institut - Moderne Fremdsprachen
Language:English
Parent Title (English):Studies in Modern English
Editor: Nataliia Lazebna, Dinesh Kumar
Year of Completion:2022
Publisher:Würzburg University Press
Place of publication:Würzburg
Pagenumber:81-104
DOI:https://doi.org/10.25972/WUP-978-3-95826-199-0-81
Dewey Decimal Classification:4 Sprache / 42 Englisch, Altenglisch / 420 Englisch, Altenglisch
Tag:blended learning; new normal; perceptions; reactions; undergraduates of EFL and teachers
Release Date:2022/12/12
Collections:Sammel- und Konferenzbände (Edited volumes and conference proceedings) / Studies in Modern English / Beiträge (Contributions)
Licence (German):License LogoCC BY-SA: Creative-Commons-Lizenz: Namensnennung, Weitergabe unter gleichen Bedingungen 4.0 International