Blended Courses in the English-as-a-Foreign-Language context of Iraq: examining university students’ attitudes and gender effect

Document Type : Research Paper

Authors

1 Associate Professor, English Department, University of Tehran, Tehran, Iran

2 Assistant Professor, English Department, Faculty of Foreign Languages and Literature, Semnan University, Semnan, Iran

3 PhD Candidate, English Department, University of Tehran, Tehran, Iran

Abstract

The increasing advancement of technology in the field of teaching English as a foreign language (EFL) has turned blended learning—a combination of online and in-person learning—into an innovative educational approach. Given the significance of investigating students' attitudes toward learning environments in different EFL contexts, this mixed-methods study was set to examine Iraqi university EFL students' attitudes toward blended EFL courses and investigate gender differences in this regard. Thus, 250 EFL students were selected from five public Iraqi universities via convenience sampling method and completed the questionnaire of the study. Of these participants, a random sample of 25 students was also selected for interview sessions. The questionnaire results suggested that due to serious technological and instructional drawbacks, such as lack of appropriate infrastructure and insufficient technology knowledge, Iraqi EFL students had generally negative attitudes toward EFL blended courses. Gender also played no significant role in students' attitudes. In interviews, they emphasized the importance of technology training programs to pave the way for effective blended EFL courses, mentioning some important benefits for this hybrid approach. The pedagogical implications of the findings are also discussed.

Keywords

Main Subjects

References

Akbarov, A. A., Gönen, K., & Aydoğan, H. (2018). Students’ attitudes toward blended learning in EFL context. Acta Didactica Napocensia, 11(1), 61-68.  http://dx.doi.org/10.24193/adn.11.1.5.
Alebaikan, R., & Troudi, S. (2010). Online discussion in blended courses in Saudi Universities. Procedia Social and Behavioral Sciences, 2(2), 507–514. http://dx.doi.org/10.1016/j.sbspro.2010.03.054
Alharthi, M. (2020). Exploring EFL learners' perceptions of blended learning. Journal of Language Teaching and Research, 11(5), 673-682. https://www.academypublication.com/issues2/jltr/vol11/01/01.html
Albiladi, W. S., & Alshareef, K. K. (2019). Blended learning in English teaching and learning: A review of the current literature. Journal of Language Teaching and Research, 12(2), 232-238: http://dx.doi.org/10.17507/jltr.1002.03
Alhamami, M. (2022). Language learners’ attitudes toward online and face-to-face language environments. Frontiers in Psychology, 13, 926310. http://dx.doi.org/10.3389/fpsyg.2022.926310
Al-Ibadi,Q  & Mohammed, I.(2020). Blended learning program: The updated normal and emerging platform. Talent Development & Excellence, 12(2s), 2526-2538.
Alothman, M., Robertson, J., & Michaelson, G. (2017). Computer usage and attitudes among Saudi Arabian undergraduate students. Computers & Education, 110(2), 127-142. https://doi.org/10.1016/j.compedu.2017.02.010.
Al-Qudimi, Y. H. A., & Hameed, S. (2024). Blended Learning in EFL Programs in Yemen: Learners’ Perceptions. Journal of English Studies in Arabia Felix, 3(1), 28–42. https://doi.org/10.56540/jesaf.v3i1.90
Altay, I., & Altay, A. (2019). A Systematic review of studies on blended learning in EFL environment. International Journal of Curriculum and Instruction, 11(1), 124-156.https://ijci.net/index.php/IJCI/article/view/255
Alvarez Jr., A. V. (2020). Learning from the problems and challenges in blended learning: Basis for faculty development and program enhancement. Asian Journal of Distance Education, 15(1), 112-132. https://files.eric.ed.gov/fulltext/EJ1285361.pdf
Amiruddin, A., Huzaimi, N., Mohamad, M., & Ani, M. (2022) Challenges and benefits of blended learning on tertiary education ESL classrooms: A literature review. Creative Education, 13(6), 3715-3730. https://doi.org/10.4236/ce.2022.1311235.
Betti, M. J., & Saeed, A. A. (2024). The Iraqi EFL university learners' abilities in blended education at corona virus time. Journal of Echohumanism, 4(1), 2107-2109. https://www.ceeol.com/search/articledetail?id=1273014
Bosch, C. (2021). A blended learning toolbox for educators. IGI Global.‏
Bonk, C. J., & Graham, C. R. (2012). The handbook of blended learning: Global perspectives, local designs. John Wiley & Sons.
Braun, V., & Clarke, V. (2022). Thematic analysis: A practical guide. Sage Publications.
Cai, Z., Fan, X., & Du, J. (2017). Gender and attitudes toward technology use: A meta-analysis. Computers & Education, 105(1), 1-13. https://doi.org/10.1016/j.compedu.2016.11.003.
Chen, X. L., Zou, D., Xie, H. R., & Su, F. (2021). Twenty-five years of computer-assisted language learning: A topic modeling analysis. Language Learning & Technology, 25(3), 151–185. http://hdl.handle.net/10125/73454 
Cennamo, K. S., Ross, J. D., & Ertmer, P. A. (2009). Technology integration for meaningful classroom use: A standards-based approach. Thomson Learning.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed-methods approaches. Sage. 
Erdem, M., & Kibar, P. N. (2014). Students' opinions on Facebook supported blended learning environment. TOJET: The Turkish Online Journal of Educational Technology, 13(1), 199-206. https://eric.ed.gov/?id=EJ1018185
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
Hanson-Smith, E. (2018). CALL materials development. John Wiley & Sons, Inc.
Istifci, I. (2017). Perceptions of Turkish EFL students on online language learning platforms and blended language learning. Journal of Education and Learning, 6(1), 113-121. http://creativecommons.org/licenses/by/4.0/ 
Jianjuan, L., & Zin, Z. M. (2025). Manifestations, dynamics and influencing factors of EFL learners’ engagement in the blended learning context. International Journal of Instruction, 18(2), 395- 414. https://www.e-iji.net/dosyalar/iji_2025_2_22.pdf
Johnson, C., & Marsh, D. (2014). Blended language learning: An effective solution but not without its challenges. Higher Learning Research Communications, 4(3), 122-145. https://doi.org/10.18870/hlrc.v4i3.213
Lai, C. L., & Hwang, G. J. (2014). Effects of mobile learning time on students' conception of collaboration, communication, complex problem–solving, meta–cognitive awareness and creativity. International Journal of Mobile Learning and Organization, 8(3-4), 276-291. https://doi.org/10.1504/IJMLO.2014.067029
Loch, B., & Borland, R. (2014). The transition from traditional face-to-face teaching to blended learning: Implications and challenges from a mathematics discipline perspective. Rhetoric & Reality, 13(2), 708-712. https://www.ascilite.org/conferences/dunedin2014/files/concisepapers/278-Loch.pdf   
Martunis, M., Muntasir, M., & Azmy, K. (2024). Utilizing social media in EFL blended learning: challenges, strategies and opportunities. JETLEE: Journal of English Language Teaching, Linguistics, and Literature, 4(2), 153–168. https://doi.org/10.47766/jetlee.v4i2.2765
McCarthy, M., & Murphy, E. A. (2010). Blended learning: Beyond initial uses to helping to solve real-world academic problems. Journal of College Teaching and Learning, 7(5), 67–70. https://www.proquest.com/docview/218887672?sourcetype=Scholarly%20Journals
Mehdipour, Y., & Zerehkafi, H. (2013). Mobile learning for education: benefits and challenges. International Journal of Computational Engineering Research, 3(1), 93-101. https://www.scirp.org/reference/referencespapers?referenceid=3294001
Müller, C., & Mildenberger, T. (2021). Facilitating flexible learning by replacing classroom time with an online learning environment: A systematic review of blended learning in higher education. Educational Research Review, 34, 100394. https://doi.org/10.1016/j.edurev.2021.100394.
Nusong, K., & Watanapokakul, S. (2025). Evaluating the effectiveness of blended learning in an EFL undergraduate Classroom. LEARN Journal: Language Education and Acquisition Research Network, 18(1), 320–351. https://doi.org/10.70730/JHII1331
Peng, R., & Fu, R. (2021). The effect of Chinese EFL students’ learning motivation on learning outcomes within a blended learning environment. Australasian Journal of Educational Technology, 37(6).61-78. https://ajet.org.au/index.php/AJET/article/view/6235
Rayeji, S., & Tabandeh, F. (2023). Comparative effects of screencast and face-to-face corrective feedback on EFL learners’ speaking proficiency. Computer-Assisted Language Learning Electronic Journal (CALL-EJ), 24(3), 69-88. https://callej.org/index.php/journal/article/view/38/22
Raykov, T., & Marcoulides, G. A. (2019). Thanks coefficient alpha, we still need you! Educational and Psychological Measurement, 79(1), 200-210. https://doi.org/10.1177/0013164417725127
Shraim, K., & Khlaif, Z. (2010). An e-learning approach to secondary education in Palestine: Opportunities and challenges. Information Technology for Development, 16(3), 159–173. https://doi.org/10.1080/02681102.2010.501782
Serin, H. (2022). Impact of pandemic COVID-19 on higher education in Iraq. International Journal of Social Sciences & Educational Studies, 9(1), 78-90.‏ https://doi.org/10.23918/ijsses.v9i1p78
Shahrokni, S. A., & Talaeizadeh, A. (2013). Learning processes in blended language learning: A mixed-methods approach. TESL EJ, 17(3), 1-34. https://files.eric.ed.gov/fulltext/EJ1017862.pdf
Sun, A. and Chen, X. (2016) Online education and its effective practice: A research review. Journal of Information Technology Education: Research, 15, 157-190. http://www.informingscience.org/Publications/3502 https://doi.org/10.28945/3502
Tabassum, Z, A., & Mohd Saad, M, D. (2024). A decadal examination of community of inquiry and blended learning in EFL/ESL development: A systematic review. Arab World English Journal, 15(1), 401-422. https://ssrn.com/abstract=4780665
Taylor, S. (2024). Blended learning challenges of EFL undergraduate students: Student learning experience in an AI-integrated ESP course. Studies in English Language and Education, 11(3), 1431-1449. https://doi.org/10.24815/siele.v11i2.37472
Vandewaetere, M., & Desmet. D. (2009). Introducing psychometrical validation of questionnaires in CALL research: The case of measuring attitude towards CALL. Computer-Assisted Language Learning, 22(4), 349-380.
Wang, N., Chen, J., Tai, M., & Zhang, J. (2021). Blended learning for Chinese university EFL learners: learning environment and learner perceptions. Computer Assisted Language Learning, 34(3), 297–323. https://doi.org/10.1080/09588221.2019.1607881
Wang, X., & Zhang, W. (2022). Improvement of students’ autonomous learning behavior by optimizing foreign language blended learning mode. Sage Open, 12(1), 134-165.
Warschauer, M., & Healey, D. (1998). Computers and Language Learning: An Overview. Language Teaching, 31, 51-71. http://dx.doi.org/10.1017/S0261444800012970
Watkins, M.W. (2021). A Step-by-Step Guide to Exploratory Factor Analysis with SPSS. Routledge. https://doi.org/10.4324/9781003149347
Weng, X., Thomas, K. F., & Chiu, C. (2023). Instructional design and learning outcomes of intelligent computer assisted language learning: Systematic review in the field. Computers and Education: Artificial Intelligence, 4, 100117. https://doi.org/10.1016/j.caeai.2022.100117.
Yajie, C., & Jumaat, N. (2023). Blended learning design of English language course in higher education: A systematic review. International Journal of Information and Education Technology,13(2), 364-372. https://doi.org/10.18178/ijiet.2023.13.2.1815
Yoon, S. (2016). Exploring learner perspectives on learner autonomy for blended learning in EFL conversation classes. STEM Journal, 17(1), 197-220. file:///C:/Users/Asus/Downloads/171-10.pdf

Files

Share

How to cite

Statistics