The effects of blended learning on EFL students' vocabulary enhancement

Download

10.1016:j.sbspro.2015.07.592.pdf

Date

2015-04-19

Author

Korkmaz, Sezen

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

166
views

156
downloads

Blended learning approach in teaching foreign language has become a matter of considerable interest to language teachers all over the world. As opposed to pure e-learning which refers to using only electronic media to learn, blended learning supplement traditional face-to-face teaching and learning environment with different kinds of technology-based instruction. Many higher education institutions today are using blended learning as a supplementary means in developing students' vocabulary knowledge. The present study aimed at investigating the effects of blended learning strategy in teaching vocabulary and the students' perceptions of blended learning approach in learning vocabulary. A total of 40 students from two classes who study intensive English at METU prep-school in Turkey participated in the study. The experimental group studied the target vocabulary items through blended learning strategies while the control group learned the same vocabulary items through traditional way of teaching. After the instruction period, a paper-based vocabulary test was administered to both groups of students. As for the qualitative data, semi-structured interviews were used to identify students' views on blended learning. The interview focused on students' perceptions of the advantages and disadvantages of blended learning, and their suggestions on improving blended learning environment. The study closed with pedagogical implications and suggestions based on the students' scores on vocabulary tests, opinions and expectations concerning the efficiency of blended learning strategies in learning vocabulary.

Subject Keywords

Blended learning, Vocabulary teaching, Vocabulary learning strategy

URI

https://hdl.handle.net/11511/35417

DOI

https://doi.org/10.1016/j.sbspro.2015.07.592

Collections

Department of Basic English, Conference / Seminar

Suggestions

OpenMETU
Core

The Relationship between EFL Learners’ Language Learning Strategy Use, Willingness to Communicate, and L2 Achievement Demir Ayaz, Aycan (null; 2017-04-18) This study aimed to explore the interactions between EFL learners’ language learning strategy use, willingness to communicate (WTC), and L2 achievement. To do so, a quantitative study was conducted with 79 tertiary level EFL learners. These participants were prep-class students from two different state universities, and they were having intensive language courses during that one-year education. Data were collected using a 70-item composite instrument. To measure language learning strategy use of the partici...
The Relationship between EFL Learners’ Language Learning Strategy Use, Willingness to Communicate, and L2 Achievement Demir Ayaz, Aycan (2017-09-01) This study aimed to explore the interactions between EFL learners’ language learning strategy use, willingness to communicate (WTC), and L2 achievement. To do so, a quantitative study was conducted with 79 tertiary level EFL learners. These participants were prep-class students from two different state universities, and they were having intensive language courses during that one-year education. Data was collected using a 70-item composite instrument. To measure language learning strategy use of the particip...
The effects of a game-enhanced language learning intervention on students’L2 development and L2 motivational self-system. Musaoğlu Aydın, Seda; Akkuş Çakır, Nur.; Department of Educational Sciences (2020) The purpose of this study is to investigate the effectiveness of a game-enhanced language learning intervention on language learning and on the development of L2 motivational self-system of EFL students. The study employed a quasi-experiment design with 76 EFL students at a private university. The experimental group (N=38) participated in a game-enhanced language learning program for 10 weeks, whereas the control group (N=38) received traditional instruction. Students in the experimental group were asked to...
The Impact of medium of instruction on students’ foreign language learning beliefs Utku Yurdakul, Ayşegül; Sağın Şimşek, Sultan Çiğdem; Department of English Language Teaching (2015) This thesis analyzes the impact and magnitude of the language medium of instruction adopted at undergraduate programs on the foreign language learning beliefs of students attending compulsory language preparatory programs of their universities prior to commencing their higher education. The research was conducted at two universities in Ankara: Middle East Technical University (METU), where all academic education is provided in English, and TOBB University of Economics & Technology (TOBB), where programs are...
The overall job satisfaction and the curriculum satisfaction of the teachers at the second cycle of public elementary schools Gençer, Eda Tüzemen; Ok, Ahmet; Department of Educational Sciences (2004) The purpose of this study was to assess the overall job satisfaction and the curriculum satisfaction of the teachers teaching Mathematics, Turkish, Social Studies, Natural Sciences, and Foreign Language at 6-8 grades of public elementary schools. A questionnaire developed by the researcher was used as the data collection instrument of this study. All the teachers working at the 6-8 grades of the public elementary schools in Turkey and teaching Mathematics, Turkish, Social Studies, Natural Sciences, and Fore...

Citation Formats

S. Korkmaz, “The effects of blended learning on EFL students’ vocabulary enhancement,” 2015, vol. 199, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/35417.