Incorporating Blended Learning into ESL Writing Classrooms: Issues and Challenges

Noor Ahnis Othman, Noor Hanim Rahmat, Fathiyah Ahmad, A. Bahasa
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引用次数: 1

Abstract

This paper presents the issues and challenges faced by the learners when blended learning is being incorporated into ESL writing classrooms. Blended learning makes use of features from the traditional classroom which are further incorporated into lessons with the help of technology.It combines independent learning with valuable face-to-face interaction with a facilitator. This study highlights on 39 students from different semesters who attended the academic writing course in a public university in Malaysia. The instrument used is a survey containing 4 sections; demographic profile, learners’ reasons, perceived difficulties in writing and learners’ perception on blended learning in general. The findings from this study revealed that teachers with low proficiency and lack in knowledge demotivate the learners during their writing lessons. The non-careful use of punctuations has impeded the learners writing. The implication of this study is that blended learning can be incorporated into ESL writing classes as long as teachers are trained and knowledgeable to use technology in their lessons.
将混合式学习融入ESL写作课堂:问题与挑战
本文介绍了混合式教学在ESL写作课堂中所面临的问题和挑战。混合式学习利用了传统课堂的特点,在技术的帮助下进一步融入到课程中。它结合了独立学习和有价值的面对面交流。本研究以马来西亚一所公立大学的39名不同学期的学术写作学生为研究对象。所使用的仪器是一个包含4个部分的调查;人口统计资料,学习者的原因,在写作中感知的困难和学习者对混合学习的总体看法。本研究发现,在写作教学中,教师水平低、知识缺乏会使学习者失去学习的动力。标点的不小心使用阻碍了学习者的写作。这项研究表明,混合式学习可以被纳入ESL写作课程,只要教师受过培训,并且有知识在他们的课程中使用技术。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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