2,411
Views
1
CrossRef citations to date
0
Altmetric
INFORMATION & COMMUNICATIONS TECHNOLOGY IN EDUCATION

Investigating the efficacy of blended learning in ESL classrooms

&
Article: 2133500 | Received 02 Nov 2020, Accepted 04 Oct 2022, Published online: 22 Oct 2022

References

  • Afridi, T. (2021). Digital learning as education innovation at universities. Psychology and Education Journal, 58(1), 5273–16. https://doi.org/10.17762/pae.v58i1.2083
  • Aguilera-Hermida, A. P. (2020). College students’ use and acceptance of emergency online learning due to COVID-19. International Journal of Educational Research Open, 1, 100011.
  • Ahmad, S., & Rao, C. (2013). Applying communicative approach in teaching english as a foreign language: A case study of Pakistan. Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras. https://doi.org/10.30827/Digibug.24882
  • Ali, F., Rasoolimanesh, S. M., Sarstedt, M., Ringle, C. M., & Ryu, K. (2018). An speaking belgian sample. Heart & Lung, 29(4), 278–286.
  • Alshehhi, A., Nobanee, H., & Khare, N. (2018). The impact of sustainability practices on corporate financial performance: Literature trends and future research potential. Sustainability, 10(2), 494. https://doi.org/10.3390/su10020494
  • Andrabi, T., Das, J., Khwaja, A. I., & Zajonc, T. (2006). Religious school enrollment in Pakistan: A look at the data. Comparative Education Review, 50(3), 446–477.
  • Apuke, O. D. (2017). Quantitative research methods: A synopsis approach. Kuwait Chapter of Arabian Journal of Business and Management Review, 33(5471), 1–8. https://platform.almanhal.com/Files/Articles/107965
  • Ariza, E. N., & Hancock, S. (2003). Second language acquisition theories as a framework for creating distance learning courses. The International Review of Research in Open and Distributed Learning, 4(2). https://doi.org/10.19173/irrodl.v4i2.142
  • Ashraf, H. (2022). The ambivalent role of urdu and english in multilingual Pakistan: A bourdieusian study. Language Policy, Language Policy, 1–24. https://doi.org/10.1007/s10993-022-09623-6
  • Begum, T. (2022). National language dilemma and its potential role in nation building: Academicians’ perception in Pakistan. Power and Education, 17577438221080262. https://doi.org/10.1177/17577438221080262
  • Bijttebier, P., Delva, D., Vanoost, S., Bobbaers, H., Lauwers, P., & Vertommen, H. (2000). Reliability and validity of the critical care family needs inventory in a dutch-speaking belgian sample. Heart & Lung, 29(4), 278–286. https://doi.org/10.1067/mhl.2000.107918
  • Bulotsky-Shearer, R. J., Bell, E. R., Carter, T. M., & Dietrich, S. L. (2014). Peer play interactions and learning for low-income preschool children: The moderating role of classroom quality. Early Education and Development, 25(6), 815–840.
  • Cabauatan, R. R., Uy, C., Manalo, R. A., & Castro, B. D. (2021). Factors affecting intention to use blended learning approach in the tertiary level: A Quantitative approach. Higher Education for the Future, 8(2), 239–255. https://doi.org/10.1177/23476311211011934
  • Caruana, E. J., Roman, M., Hernández-Sánchez, J., & Solli, P. (2015). Longitudinal studies. Journal of Thoracic Disease, 7(11), E537. https://doi.org/10.3978/j.2072-1439.2015.10.63
  • Chapelle, C. A. (2009). The relationship between second language acquisition theory and computer‐assisted language learning. The Modern Language Journal, 93, 741–753. https://doi.org/10.1111/j.1540-4781.2009.00970.x
  • Chew, J., & Chan, C. C. (2008). Human resource practices, organizational commitment and intention to stay. International Journal of Manpower, 29(6), 503–522. https://doi.org/10.1108/01437720810904194
  • Dar, M. F., & Khan, I. (2015). Writing anxiety among public and private sectors Pakistani undergraduate university students. Pakistan Journal of Gender Studies, 10(1), 157–172. https://doi.org/10.46568/pjgs.v10i1.232
  • Dede, C. (2004). Enabling distributed learning communities via emerging technologies. https://www.learntechlib.org/p/77048/
  • Di Vaio, A., Palladino, R., Hassan, R., & Escobar, O. (2020). Artificial intelligence and business models in the sustainable development goals perspective: A systematic literature review. Journal of Business Research, 121, 283–314. https://doi.org/10.1016/j.jbusres.2020.08.019
  • Douglas, J. A., McClelland, R., Davies, J., & Sudbury, L. (2009). Using critical incident technique (CIT) to capture the voice of the student. The TQM Journal Education and Information Technologies, 25(2), 659–663. https://doi.org/10.1108/17542730910965038
  • Eyisi, D. (2016). The usefulness of qualitative and quantitative approaches and methods in researching problem-solving ability in science education curriculum. Journal of Education and Practice, 7(15), 91–100. https://files.eric.ed.gov/fulltext/EJ1103224.pdf
  • Farid, S., Ahmad, R., Niaz, I. A., Arif, M., Shamshirband, S., & Khattak, M. D. (2015). Identification and prioritization of critical issues for the promotion of e-learning in Pakistan. Computers in Human Behavior, 51, 161–171. https://doi.org/10.1016/j.chb.2015.04.037
  • Folorunso, O., Ogunseye, O. S., & Sharma, S. K. (2006). An exploratory study of the critical factors affecting the acceptability of e‐learning in Nigerian universities. Information management & computer security. https://doi.org/10.1108/09685220610717781
  • Gaol, F. L., & Hutagalung, F. (2020). The trends of blended learning in South East Asia. Education and Information Technologies, 25(2), 659–663. https://doi.org/10.1007/s10639-020-10140-4
  • Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95–105. https://doi.org/10.1016/j.iheduc.2004.02.001
  • Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher. In education: Framework, principles, and guidelines (pp. 18–21). John Wiley & Sons.
  • Gold, A. H., Malhotra, A., & Segars, A. H. (2001). Knowledge management: An organizational capabilities perspective. Journal of Management Information Systems, 18(1), 185–214. https://doi.org/10.1080/07421222.2001.11045669
  • Goos, M., O’Donoghue, J., Ní Ríordáin, M., Faulkner, F., Hall, T., & O’Meara, N. (2020). Designing a national blended learning program for “out-of-field” mathematics teacher professional development. ZDM, 52(5), 893–905. https://doi.org/10.1007/s11858-020-01136-y
  • Grigoryan, T. (2020). Investigating the effectiveness of iPad-based language learning in the UAE context. Open Learning: The Journal of Open. Distance and e-Learning https://doi.org/10.1080/02680513.2020.1718488.
  • Haidar, S., & Fang, F. (2019). Access to english in Pakistan: A source of prestige or a hindrance to success. Asia Pacific Journal of Education, 39(4), 485–500. https://doi.org/10.1080/02188791.2019.1671805
  • Haider, S., Jabeen, S., & Ahmad, J. (2018). Moderated mediation between work life balance and employee job performance: The role of psychological wellbeing and satisfaction with coworkers. Revista de Psicología del Trabajo y de las Organizaciones, 34(1), 29–37. https://doi.org/10.5093/jwop2018a4
  • Hair, J. F., Jr, Hult, G. T. M., Ringle, C., & Sarstedt, M. (2016). A primer on partial least squares structural equation modeling (PLS-SEM). Sage Publications.
  • Hehir, E., Zeller, M., Luckhurst, J., & Chandler, T. (2021). Developing student connectedness under remote learning using digital resources: A systematic review. Education and Information Technologies, 26(5), 6531–6548. https://doi.org/10.1007/s10639-021-10577-1
  • Heilporn, G., Lakhal, S., & Bélisle, M. (2021). An examination of teachers’ strategies to foster student engagement in blended learning in higher education. International Journal of Educational Technology in Higher Education, 18(1), 1–25. https://doi.org/10.1186/s41239-021-00260-3
  • Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal Of The Academy Of Marketing Science, 43(1), 115–135. https://doi.org/10.1007/s11747-014-0403-8
  • Hrastinski, S. (2019). What do we mean by blended learning?. TechTrends, 63(5), 564–569 https://doi.org/10.1007/s11528-019-00375-5.
  • Hulland, J. (1999). Use of partial least squares (PLS) in strategic management research: A review of four recent studies. Strategic Management Journal, 20(2), 195–204. https://doi.org/10.1002/(SICI)1097-0266(199902)20:2<195::AID-SMJ13>3.0.CO;2-7
  • Ismatullayeva, N. R. (2021). On the introduction of E-learning portfolio in the educational process. Current Research Journal of Pedagogics, 2(9), 35–37. https://doi.org/10.37547/pedagogics-crjp-02-09-08
  • Jnr, B. A., Kamaludin, A., Romli, A., Raffei, A. F. M., Phon, D. N. A. E., Abdullah, A., & Baba, S. (2020). Predictors of blended learning deployment in institutions of higher learning: Theory of planned behavior perspective. The International Journal of Information and Learning Technology.
  • Kehr, F., & Kowatsch, T. (2015). Quantitative longitudinal research: A review of is literature, and a set of methodological guidelines. In 23rd European conference on information systems, Muenster, Germany, Association for Information Systems.
  • Keppell, M. (2014), ”Personalised Learning Strategies for Higher Education”, The Future of Learning and Teaching in Next Generation Learning Spaces (International Perspectives on Higher Education Research, Vol. 12), Emerald Group Publishing Limited, Bingley, pp. 3–21. https://doi.org/10.1108/S1479-362820140000012001
  • Le, T. N., Allen, B., & Johnson, N. F. (2022). Blended learning: Barriers and drawbacks for English language lecturers at Vietnamese universities. E-Learning and Digital Media, 19(2), 225–239.
  • Li, M., & Zhu, W. (2013). Patterns of computer-mediated interaction in small writing groups using wikis. Computer Assisted Language Learning, 26(1), 61–82. https://doi.org/10.1080/09588221.2011.631142
  • Lou, J.-H., Chen, S.-H., Yu, H.-Y., Li, R.-H., Yang, C.-I., & Eng, C.-J. (2010). The influence of personality traits and social support on male nursing student life stress: A cross-sectional research design. Journal of Nursing Research, 18(2), 108–116. https://doi.org/10.1097/JNR.0b013e3181dda749
  • Ma, F. (2015). A review of research methods in EFL education. Theory and Practice in Language Studies, 5(3), 566. https://doi.org/10.17507/tpls.0503.16
  • Majeed, M., Ghani, U., & Meng, W. (2022). Privacy concerns and online learning of postgraduate students through the lens of stimulus–organism–response model. Sustainability, 14(18), 11604. https://doi.org/10.3390/su141811604
  • Memon, A. R., & Rathore, F. A. (2018). Moodle and Online Learning in Pakistani Medical Universities: An opportunity worth exploring in higher education and research. JPMA. The Journal of the Pakistan Medical Association, 68(7), 1076–1078. https://www.jpma.org.pk/PdfDownload/8773.pdf
  • Menard, S. (2007). Handbook of longitudinal research: Design, measurement, and analysis. Elsevier.
  • Moore, M. G. (2013). Handbook of education (pp. 84–103). Routledge.
  • Panhwar, A. H., & Bell, M. J. (2022). Enhancing student engagement in large ESL classes at a Pakistani university. Educational Action Research, 1–17. https://doi.org/10.1080/09650792.2022.2089191
  • Peterson, R. A., & Kim, Y. (2013). On the relationship between coefficient alpha and composite reliability. The Journal of Applied Psychology, 98(1), 194.
  • Phanphech, P., Tanitteerapan, T., Mungkung, N., Arunrungrusmi, S., Chunkul, C., Songruk, A., & Kinoshita, H. (2022). An analysis of student anxiety affecting on online learning on conceptual applications in physics: Synchronous vs. Asynchronous Learning. Education Sciences, 12(4), 278. https://doi.org/10.3390/educsci12040278
  • Rahi, S. (2017). Research design and methods: A systematic review of research paradigms, sampling issues and instruments development. International Journal of Economics & Management Sciences, 6(2), 1–5.
  • Rahman, T. (2002). Language, ideology and power: Language learning among the Muslims of Pakistan and North India. USA: Oxford University Press.
  • Rahman, N. A., Arifin, N., Manaf, M., Ahmad, M., Zin, N. M., & Jamaludin, M. (2020March). Students’ Perception in Blended Learning among Science and Technology Cluster Students. In Journal of Physics: Conference Series (Vol. 1496, No. 1, p. 012012). IOP Publishing.
  • Ramalingam, S., Yunus, M. M., & Hashim, H. (2022). Exploring English as a Second Language Educators’ Challenges of Teaching Communication Skills in Blended Learning Environments: A Malaysian Scenario. Journal of Positive School Psychology, 6(2), 1388–1405.
  • Shahzad, A., Hassan, R., Aremu, A. Y., Hussain, A., & Lodhi, R. N. (2021). Effects of COVID-19 in E-learning on higher education institution students: The group comparison between male and female. Quality & Quantity, 55(3), 805–826.
  • Shahzad, K., Raza, D., Murtazain, Ahmed, D., Moin, U., & Rao, F. A. Role of Blended Learning in Higher Education Institutes of Pakistan (June 30, 2016). Research Journal of Innovative Ideas and Thoughts, 4(1), 43–54.
  • Shamim, F. (2008). Trends, issues and challenges in English language education in Pakistan. Asia Pacific Journal of Education, 28(3), 235–249.
  • Shearer, R. L. (2009). Transactional distance and dialogue: An exploratory study to refine the theoretical construct of dialogue in online learning. The Pennsylvania State University.
  • Shek, D. T., & Sun, R. C. (2012). Promoting psychosocial competencies in university students: Evaluation based on a one-group pre-test/post-test design. International Journal on Disability and Human Development, 11(3), 229–234. https://doi.org/10.1515/ijdhd-2012-0039
  • Sritharan, S. S., Østergaard, E. B., Callesen, J., Elkjaer, M., Sand, L., Hilberg, O., & Løkke, A. (2021). Barriers toward physical activity in COPD: A quantitative cross-sectional, questionnaire-based study. COPD. Journal of Chronic Obstructive Pulmonary Disease, 18(3), 272–280. https://doi.org/10.1080/15412555.2021.1922371
  • Tate, T., & Warschauer, M. (2022). Equity in online learning. Educational Psychologist, 57(3), 192–206. https://doi.org/10.1080/00461520.2022.2062597
  • Teo, T. C., & Divakar, A. (2021). Understanding the concepts of digital learning approaches: An empirical analysis of schools in developing countries. Journal of Applied Learning and Teaching, 4(1), 120–128. http://journals.sfu.ca/jalt/index.php/jalt/index
  • van den Berg, G., Joffe, M., & Porto, S. C. (2016). The role of partnerships in academic capacity building in open and online distance education. Distance Education, 37(2), 196–207.
  • Wang, W., Guo, L., He, L., & Wu, Y. J. (2019). Effects of social-interactive engagement on the dropout ratio in online learning: Insights from MOOC. Behaviour & Information Technology, 38(6), 621–636.
  • Wong, L., Tatnall, A., & Burgess, S. (2014). A framework for investigating blended learning effectiveness. Education+ Training.
  • Yasmin, M., & Sohail, A. (2018). A creative alliance between learner autonomy and English language learning: Pakistani university teachers’ beliefs. Creativity Studies, 11(1), 1–9.
  • Yasmin, M., & Sohail, A. (2018). Socio-cultural barriers in promoting learner autonomy in Pakistani universities: English teachers’ beliefs. Cogent Education, 5(1), 1501888.
  • Yousufi, U. (2020). An integrative review of flipped classroom model. American Journal of Educational Research, 8(2), 90–97. https://doi.org/10.12691/education-8-2-4
  • Yuan-Bing, D., & Jing-Zheng, W. (2020June). A Study on Providing Blended Learning Support to EFL Students of Advanced English Course. In 2020 IEEE 2nd International Conference on Computer Science and Educational Informatization (CSEI) (pp. 230–234). IEEE.
  • Yudhana, S. (2021). The implementation of blended learning to enhance english reading skills of thai undergraduate students. English Language Teaching, 14(7), 1–7. https://doi.org/10.5539/elt.v14n7p1
  • Zhai, X., Wang, M., & Ghani, U. (2020). The SOR (stimulus-organism-response) paradigm in online learning: An empirical study of students’ knowledge hiding perceptions. Interactive Learning Environments, 28(5), 586–601. https://doi.org/10.1080/10494820.2019.1696841
  • Zhang, W., Wang, Y., Yang, L., & Wang, C. (2020). Suspending classes without stopping learning: China’s education emergency management policy in the COVID-19 outbreak. Journal of Risk and Financial Management, 13(3), 55.