Academic Concept Paper

ACADEMIC CONCEPT PAPER
By Bongosia, Larry Jr. M.
“Effectiveness of Blended Learning in English Language Teaching; a Qualitative Study”
I. Introduction
The term blended learning originated in the business world in connection with
corporate training (Sharma and Barrett, 2007), then was employed in higher education
(MacDonald, 2006) and lastly it appeared in language teaching. A useful idea that may
be applied to more successfully accomplish educational objectives. As long as they
have access to the Internet, it enables students to improve and put their English
language abilities to use outside of the classroom at any time. This sort of blended
learning in ELT is validated by the study's conclusive documentation of improved
student learning. In other perspective, Blended learning is a method that offers reducing
educational solutions by successfully blending traditional classroom instruction with
mobile learning and online activities for instructors, trainers, and students. The near
issue with blended learning is the limited availability of internet connections, particularly
students in areas with poor or no access to the internet and this study response to the
effectiveness of blended learning in English Language Teaching.
II. Need For This Study

The usage of blended learning can enhance language learners' language skills,
as shown by several research. (Adas & Bakir, 2013; Grgurovic, 2011; Ghazizadeh &
Fatemipour, 2017; Shih, 2010) Students' speaking, listening, reading, and writing skills
may be improved by employing hybrid learning strategies rather than conventional face-
to-face or wholly online methods. Many of the research subjects that have been looked
at in connection to entirely online language learning are connected to the tech part of
blended learning (White 2014). However, because blended learning mixes technology
as well as in instruction, it differs fundamentally from fully online learning and is often
thought of as a subject deserving of independent study. Any discussion of blended
learning in ELT (English Language Teaching) between teachers and researchers must
consider not only a shared understanding of the term but also a shared understanding
of both why it is crucial to provide language learners with opportunities for blended
learning in the first place as well as blended learning may support and enhance learning
outcomes.
III. Background
Blended learning in English Language Teaching and its effectiveness, students
will be able to understand traditional learning and e-learning in a practical and simple
way which is beneficial to this research. (Albiladi & Alshareef 2019) According to them,
that the use of blended learning has been emphasized by the recent research that
examines the academic and social benefits of this teaching approach. They added that
it combines traditional and online teaching modes; the promise of blended learning rests
on the strengths of both teaching approaches.
In the age of technological advancement, a new hybrid teaching style for
blended learning in English is becoming broader. A potential concept called blended
learning has brought together a number of important fields, including instructional
design, educational technology, and online teaching and learning. Research has shown
that using blended learning techniques instead of only traditional or online teaching
methods has a number of benefits for both the learning environment and the students.
The current study of the literature found that blended learning may be utilized to
improve the English learning environment, foster students' motivation to learn the
language, and increase language abilities. Literature on the difficulties faced by
language instructors while using blended learning is few.
Despite these advantages, using blended learning might present some
difficulties. There is, however, a lack of studies on the challenges that teachers
experience while using a blended learning strategy in English as a second setting. It is
necessary to do further study to examine the viewpoints of English teaching instructors
about the difficulties they face while using blended learning in English teaching and
learning.
IV. Objectives
The main objective of this study, the “Effectiveness of Blended Learning in
English Language Teaching” by focusing on the following specific objectives:
1. To showcase the effectiveness of blended learning in English Language
Teaching.
2. To process of learning English that will be improved, language skills will be
developed, and the environment for learning English will be amended,
among other advantages.
3. To further explains and answers the research question in accordance of the
research gap.
V. Research Questions and or Hypothesis

The following questions below are the problems that found regarding to the
blended learning in English Language Teaching;
1. Does the new modality which is the blended learning, applied to the
students located at places where chances of low internet connection and
technological devices occur?
2. How does it affect students of 21 st century in blended learning especially
students who doesn’t have access to the internet and has limited
technological devices?
3. Do students still be included in blended learning if they lack availability of
internet connection and tech devices such as mobile phones and
computers?
VI. Research Methodology

The study will use narrative analysis to analyze responses, sources,
interviews, observations and surveys.
The researcher will further gather information through; spoken, written and as
if the researcher permitted to do audio recording.
Data validation, editing, and coding are all important steps in quantitative data
analysis. The data is now prepared for analysis.
The study will use descriptive analysis to identify the percentage and range to
produce understandable insights from otherwise uninterpreted data.
VII. Research Timeline

With the following specified as the activity durations for each phase of the
research project, the project is anticipated to be finished in 17 weeks and 5
days:
Research Section Duration

1. Title 5 days
2. Introduction 1 week
3. Need for this Study 3 weeks
4. Background 3 weeks
5. Objectives 1 week
6. Research Questions and or Hypothesis 1 week
7. Research Methodology 3 weeks
8. Data analysis interpretations and discussions 3 weeks
VIII. References
(Sharma and Barrett, 2007) Blended Learning: Using Technology in and
Beyond the Language Classroom
(MacDonald, 2006) Blended Learning and Online Tutoring
(White 2014) Blended Learning
(Albiladi & Alshareef 2019) Blended Learning in English Teaching and
Learning: A Review of the Current Literature

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ACADEMIC CONCEPT PAPER

By Bongosia, Larry Jr. M.

“Effectiveness of Blended Learning in English Language Teaching; a Qualitative Study”

II. Need For This Study

V. Research Questions and or Hypothesis

VI. Research Methodology

VII. Research Timeline

Research Section Duration

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