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An investigation into EFL students’ perception of blended learning at university of foreign languages, Hue University / Nguyen Hoang Hanh An // Tạp chí Khoa học Ngôn ngữ và Văn hóa : Journal of inquiry into languages and cultures . - 2020. - . - ISSN: 2525-2674
Ký hiệu phân loại (DDC): 371.334
A survey was conducted with 102 students from Hue University of Foreign Languages (HUFL) English Department who had opportunity to take part in blended courses. In addition, a focus group discussion was also administered with 10 voluntary students. The findings from this study revealed the general perception of blended learning of EFL students and expressed their positive attitudes towards blended learning. The study also indicated that the strengths of blended learning outweighed its weaknesses. Some advantages can be listed as flexibility, usefulness, and increased interaction. In addition, the limitations and problems of blended learning cannot be ignored, inluding technical and Internet problems, time-consuming procedure, heavy workload and plagiarism. Those challenges are followed by a number of practical suggestions for addressing the drawbacks, including solving technical and Internet problems, providing proper training to students, increasing the number of labs blended courses. Students’ acceptance of blended learning was also shown from their preference to take another blended course in the future and their liking to recommend for their friends. Keywords: Blended learning, EFL learners, benefits, challenges
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EFL teachers' perceptions of the importance of accommodating students' learning styles / Le Minh Thu // Tạp chí Khoa học Ngôn ngữ và Văn hóa : Journal of inquiry into languages and cultures . - 2022 . - p. 95-107. - ISSN: 2525-2674
Ký hiệu phân loại (DDC): 428
This study aimed to investigate EFL teachers' perceptions of the importance of accommodating students' learning styles in a center for foreign languages in the Mekong Delta of Vietnam. Data were collected through a questionnaire. In terms of participants, 50 teachers responded to the questionnaire. Those teachers ranged from 24 to 55 years old. All of them graduated with a university bachelor’s or a master’s degree in English teaching. They have been teaching English at Can Tho University Center for Foreign Languages. The results indicated that teachers expressed positive perceptions of the importance of accommodating students' learning styles. It was also noted that accommodating students' learning styles enhanced interactions, retained knowledge, and improved academic performance among students. The research findings have contributed to implementing multiple teaching techniques and made recommendations and implications for future research in the field.
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