Developing a Blended Learning strategy: ‘Motivating university students to learn English by implementing blended learning activities (instructional media and pedagogical considerations)’
Roč.5,č.2(2016)
The switch from the traditional face-to-face to an online model implementing technology in the classroom affects students’ motivation. By applying the blended learning approach in class I introduced the concepts of synchrony (integration of learning environment) and elasticity (integration of instructional media with instructional strategies) to ensure the right mix is attained. In my blended learning class, I combined modes of web-based technology with various pedagogical approaches to produce an optimal language learning environment. In attempting to achieve the optimal learning environment I employed a variety of activity types with group work and pair work, collaborative learning and independent learning to engage my learners in communicative language practice. As a teacher, I try to address the need for personalized learning through the introduction of self-study resources designed for independent study.
The participants in this study are students from different faculties, attending Basic English skills sessions (pre-intermediate, intermediate and upper-intermediate courses). Students completed a questionnaire designed to determine: 1) if blended learning activities done in and outside the classroom could enhance their learning of English; 2) what factors might motivate students to perform tasks; 3) what were possible underlying factors that affect students’ motivation, especially in stimulating students’ practical work, and enhancing their language learning achievement at the earliest stage of their university education. This study investigates the influence of competence-based learning in motivating students to learn English as a foreign language.
blended learning approach; attitude & motivation; blended learning activities; constructivism
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