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Learner reflections in virtual vs. blended EAP classes
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DOI：10.1016/j.chb.2014.09.050.png)
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This study compared students' group work experiences in virtual and blended classes in an EFL context. The study was conducted during an academic semester and the participants comprised of two groups of Iranian EAP students in mainstream education system and virtual education context. To probe the factors influencing student group work experiences and how these factors might affect student performances in virtual and blended environments, we adopted a mixed-method approach. For the collection of quantitative data, a survey adapted from Smith et al. (2011) was used. For further investigation, data were gathered through comments the participants made, semi-structured interviews, and teacher observations. The findings revealed that students in the virtual class proved significantly more enthusiastic about collaborative work compared to students in the blended class. Our analysis of qualitative data confirmed that anticipation of problems and development of communication plans were found in the learners in the virtual group, whereas personality clashes were commonly observed among the learners in the blended environment. The results promise implications for teachers in order to identify challenges the English learners may face in online instructional environments and think of strategies to help them overcome problems and engage in active participation in online activities. (C) 2014 Elsevier Ltd. All rights reserved.
Keyword:
Cooperative/collaborative learning
EFL instruction
Blended classes
Virtual learning
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