Innovation in Language Learning

Edition 17

Accepted Abstracts

Transitioning Language Learning through Blended Solution

Sofia Ligawen, Bahrain Training Institute (Bahrain)

Dexter Caliente, Bahrain Training Institute (Bahrain)

Rhoda Videz, Bahrain Training Institute (Bahrain)


One of the current major reforms that revolutionize language learning is the fusion of face-to-face and technology-enhanced instruction. This change promotes independent learning, increases learners’ motivation to learn, and addresses differentiation in the classroom.  This paper presents an evaluation of blended learning from teachers’ and students’ perspectives. A questionnaire and semi-structured interview were used in gathering data. The result of the survey discloses that most of the students still prefer the face-to-face mode of instruction. However, with their exposure to other forms of instruction, 33% prefer blended learning while 14% express their preference for online learning. The common problem encountered on the use of blended form is time management particularly in completing the activities given by the teachers.But despite the challenge encountered, 70% of the students articulate their satisfaction with the blended learning approach. Majority of the respondents strongly agree on its continuous implementation in the institution. They claimed that their communication skills were improved particularly reading, which was ranked first; followed by grammar, writing, spelling; listening, and speaking respectively. On the other hand, teachers have assessed the implementation of the blended approach and checked its impact and effectiveness in terms of improving the communication skills of the students. Based on their experience in the classroom, teachers perceive improved language skills, specifically in vocabulary, reading, spelling, writing, and listening respectively. Of all the skills targeted for further development, speaking is ranked last. Benson, Anderson, and Ooms (2011) have proven in their study that while not all academic staff are adventurous enough to embrace blended learning to its full potential, some see the positive impact of technology on making the most of their face-to-face teaching and utilizing a wealth resources in class or online; but for the teachers who were involved in this study, they fully support the continuous implementation of blended learning instruction. The teachers’ attitude implies the effectiveness of the approach in facilitating language teaching and learning that supports class differentiation and variety of learning styles.

Keywords: blended learning, blended solution, transition, transition language learning, technology-enhanced instruction.

[1] Benson, V., Anderson, D., and Ooms, A. (2011). Educators’ perceptions, attitudes and practices: Blended learning in business and management education. Research in Learning Technology. Vol. 19, No. 2.

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