Blended Learning in EFL Contexts: Lecturers' Perceptions and Its Effect on Students’ Performance in Indonesian Higher Education
DOI:
https://doi.org/10.17507/tpls.1601.33Keywords:
English Language Teaching, online learning, offline learning, digital pedagogy, speakingAbstract
The main objective of this study was to explore English lecturers' perceptions of blended learning (BL) and its impact on learner performance in three universities on Madura Island, Indonesia. Using a qualitative approach with a case study design, eight EFL lecturers from three universities participated in the study. Data were obtained using semi-structured interviews and questionnaires to understand the effectiveness, implementation experiences, and challenges of the model. The results of this study indicated that lecturers had a positive perception of BL, especially regarding its ability to increase student engagement and learning flexibility. However, some challenges remain, such as limited technological infrastructure, difficulties in preparing online materials, and low motivation among students to actively engage in online learning. The effect of BL on students' writing and listening skills was positive, but their speaking and reading skills still required further improvement. This study recommends increasing technology training for lecturers, strengthening the digital infrastructure, and designing a curriculum that synchronises online and face-to-face learning proportionally.
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