1. Examining ESL Students’ Motivation, Readiness and Stress in Learning English through Blended Learning
Ayomi Weerakoon
Department of Languages
Australian College of Business and Technology,
Sri Lanka
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2. Structure Introduction Limitations Goal Introducing primary data
Findings
Literature Review
Discussion
Research gaps
Conclusion
Methodology
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3. Introduction
Computer has become an inseparable part of everyday life since the introduction of electronic media in general and it is considered as a reliable means of information transfer in communication.
Internet can be used as an authentic pedagogical tool which facilitates teaching and learning process.
Internet based teaching methods: Online learning, Web based learning, e-learning, distance learning
An effective online teaching and learning program: “BLENDED LEARNING (BL)”
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4. Blended Learning
“Blended learning is a combination of face-to-face and online instruction. It is a term which is increasingly utilized to describe the way e- learning is being combined with traditional classroom methods and create a new hybrid teaching method” (Throne, 2003)
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5. Goal
To examine English as a Second Language (ESL) students’ motivation, readiness and stress towards learning English using Blended Learning (BL) and make implications in order to employ BL as a means of fostering students’ language learning experience.
Lets move to the goal of this pilot study
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6. Literature Review Researcher Findings Chitravelu, et al. (1995)
Table: 01
Literature Review
Researcher
Findings
Chitravelu, et al. (1995)
The arrival of technology and the promotion of virtual learning environment (VLE) seem to be very significant in educating students for two reasons: firstly, learning language through the web would simultaneously result in students learning to operate freely within this K- based environment (knowledge based environment), and secondly, it is potential for helping students to learn effectively.
Ruiz et al (2006)
By using blended learning, learners can control over content, learning sequence, pace of learning and time to meet their learning objectives. Students do not see blended learning as replacing traditional classroom method but as a complement to it.
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7. Researcher Findings Soylu (2006)
The more students participated in the online discussion forums, the more they achieved and the more positive views they developed towards Blended Learning. Moreover, the study came up with the conclusion that both face-to-face lectures and online tasks contributed to the learning process
Adas, D. & Wafa, A. (2011)
The students attitudes toward Blended Learning are positive in terms of the process, ease of use and content. Moreover, this study reflects the students’ internet and IT skills and interests due to internet availability and accessibility.
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8. Researcher Findings Lungu (2013)
Blended learning approach provides usefulness namely, students learn quicker and better through a virtual learning environment (VLE) which offers flexibility, autonomy and self-pacing according to learners interests and needs and teachers have more time to do what they do best to create interesting lessons
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9. Blended Learning: Research Gaps
Blended learning in Sri Lankan context
Lack of studies to examine the development of writing, vocabulary and grammar through BL.
Not enough studies on blended learning in low resource ESL contexts.
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10. Methodology
Research Question: What is the level of student satisfaction, student willingness and student stress towards blended learning approach?
Methodology: Mixed method (Qualitative and Quantitative)
Research tools: Questionnaire and unstructured interviews
Data analysis : Descriptive data analysis & Thematic analysis
Setting: ESL classroom (Australian College of Business and Technology)
Participants: 50 students who are taking the diploma in English at the Department of Languages.
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11. Limitations Participants: only from the Department of Languages
Very short answers for the open-ended questions
Some students hesitated to talk in interviews
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12. Primary data: Questionnaire and interview
Table 02
Thematic Analysis
1st section
2nd section
3rd section
i. Computer Literacy
i. Learning English by computers enhances language learning preference (Satisfaction)
i. BL: a beneficial way to improve new knowledge
ii. Availability of personal computers & Internet access
ii. Preference to learn in a BL environment (Willingness)
ii. Computer literacy skills should be improved
iii. Power supply
iii. Blended Learning is stressful (Stress)
iii. Network issues should be reduced
iv. Students’ experience on e-learning/ blended learning
iv. Face to Face instruction is better than BL
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13. Findings: Section : 01 Figure 01
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15. Findings: Section 02
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18. Dnt like challenging activities,
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19. Findings: Section 03
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20. Discussion
Majority of the students expressed their positive attitudes towards the blended learning approach.
Out of 50 students 85% of students expressed their positive inclination towards this learning program.
In terms of student satisfaction, findings of this study reveal that the level of student satisfaction is high and this indicates that in general, the students are feeling satisfied with BL. Majority of them agreed that by using BL, the quality of interaction with their lecturer in this course has increased.
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21. The similar findings occurred to the level of student willingness in which the findings revealed that the respondents have a high level of student willingness. This signifies that most of the students believed that BL has given them pleasure to learn English.
As for the level of student stress, findings show that the level of student stress is low. The factors lead to student stress is due to the absence of the teacher in virtual environment and network issues.
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22. The mixed findings suggest that technology should be integrated appropriately and effectively within classroom in order to improve and maximize students’ learning outcomes.
The study can be concluded that although the students came up with some issues regarding this new learning process, most of them expressed their high interest and preference towards learning English in a blended learning environment .
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23. Conclusion
The study suggests that changes to teaching and learning methods need to be introduced over time and across the whole curriculum in order to become acceptable to most students.
Whether the implementation of integrating BL in traditional classroom is excited, or challenged, or perhaps terrified as it is a new approach, the fact remains that the emergence of technologies are increasingly being infused in education and do give significant effect on student satisfaction, willingness and stress.
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24. References
Adas, D. & Wafa, A. S. (2011). Students’ perceptions towards blended learning environment using the OCC. An Najah Univ. J. Res. (Humanities), 25 (6),
Chitravelu, N., Sithamparam, S., & Choon, T.S. (1995). ELT Methodology Principles and Practice, Malaysia: PenerbitFajarBaktiSdn. Bhd.
Ginns, R., & Ellis, R. (2007). Quality in blended learning: Exploring the relationships between on-line and face-to face teaching and learning. The Internet and Higher Education, 10(1),
Lungu, I. (2013). The Increasing Need for Blended Learning Models in Courses of English for Specific Courses in Romanian Universities. Journal of Social and Behavioral Sciences 76,
Ruiz, J. G., Mintzer, M. J. & Leipzig, R. M. (2006). The impact of e-learning in medical education. Academic Medicine, Vol. 81, No. 3,
Soylu, M. (2006). A study on students’ views on Blended learning environment. Turkish Online Journal of Distance Education. 7 (3)
Thorne, K. (2003). Blended learning: How to integrate online and traditional learning. Kogan Page. London: UK.

25. THANK YOU !
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