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Journals / Turkish Online Journal of Distance Education / 2014 / Cilt: 15 - Sayı: 3

The Blended Learning Environment On The Foreign Language Learning Process: A Balance For Motivation And Achievement

Bahar ISIGUZEL
Pages
108–121
Publication Date
2014-09-01
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Even if the learners achieve certain success and motivation findings in the classroom and face to face environments performed along with teaching-learning activities mainly in control of the instructor, the success and motivation effect of the blended learning environment could not be achieved.

📌 3 Key Takeaways

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Objective & Hypothesis:The purpose of this study is to determine the effects on motivation and success within the application of blended learning environments in the foreign language class.
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Key Findings & Data:The research sample is formed by third grade students studying in the tourism and hotel management programs of the faculty for tourism and the faculty of economics and administrative sciences at the Nevsehir Hacı Bektas Veli University (Turkey) in fall semester of the 2012-2013 academic year.
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Conclusion & Impact:Even if the learners achieve certain success and motivation findings in the classroom and face to face environments performed along with teaching-learning activities mainly in control of the instructor, the success and motivation effect of the blended learning environment could not be achieved.
🔬Design:Research Article
📍Scope:2012-2013 Verileri
⚙️Variables:Blended Learning · Foreign Language Learning · Motivation

Abstract

The purpose of this study is to determine the effects on motivation and success within the application of blended learning environments in the foreign language class. The research sample is formed by third grade students studying in the tourism and hotel management programs of the faculty for tourism and the faculty of economics and administrative sciences at the Nevsehir Hacı Bektas Veli University (Turkey) in fall semester of the 2012-2013 academic year. The research group consists of 62 students and there of 35 students belong to the experimental group and the other 27 persons belong to the control group. While the experimental group was subject to 14 hours online and 6 hours traditional face to face learning, the control group was subject to only 6 hours traditional face to face learning. The research has been completed after a 10 week application. The data on the research have been collected with German course achievement tests via the German Language Learning Motivation Scale. The results reveal that the experimental group of students attending the German classes in blended learning environments has more success and higher motivation compared to the control group attending German language classes in the traditional learning environment. Even if the learners achieve certain success and motivation findings in the classroom and face to face environments performed along with teaching-learning activities mainly in control of the instructor, the success and motivation effect of the blended learning environment could not be achieved.

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Cite This Article

ISIGUZEL, B. (2014). The Blended Learning Environment On The Foreign Language Learning Process: A Balance For Motivation And Achievement. Turkish Online Journal of Distance Education, Cilt: 15 - Sayı: 3, 108–121. https://ajindex.com/articles/140086

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