Document Type : Research Paper

Authors

• parisa Abazari ¹
• Abbas Ali Rezaee ²
• Nasrin Bahrainy ¹

¹ Department of English Language and Literature, Faculty of Foreign Languages and Literature, University of Tehran, Iran

² Department of English Language and Literature, Faculty of Foreign Languages and Literatures, University of Tehran, Tehran, Iran

Abstract

Abstract

The use of blended learning (BL) in foreign language teaching is becoming increasingly popular among language teachers worldwide. Since there is a dearth of studies dealing with BL in the context of Iran, conducting this study is significant to clarify learners' and instructors' perceptions towards blended, online, and face-to-face (F2F) instructions to gain a better understanding of how language learning can be enhanced through each instructional module. In this study, a mixed-methods design was used to investigate how Iranian EFL university instructors and learners perceive blended, online, and F2F instructions and their interplay with each other to facilitate more effective instruction. To this end, researchers at the English Department, Karaj Islamic Azad University, conducted a survey of 410 students studying English Translation using a Likert-scale questionnaire and an open-ended one developed by the researchers. In addition, 46 University instructors answered the open-ended questionnaire and 10 of them were also interviewed. The results showed that both instructors and learners held that by using F2F and online modules together and combining the positive aspects of each module, more effective English language learning can be achieved.

Keywords

• Blended Learning, Online Learning, Face-to-Face Learning, Learners'
• Perceptions, EFL Learners

Main Subjects

• English language learning