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Blended Learning and Traditional Face-to-Face Classroom Modes in English Language Teaching: Iraqi Comparative Case Studies | ||
| Al-Mustansiriya Journal of Arts | ||
| Article 1, Volume 0, Issue 77, 2017, Pages 1-18 | ||
| Author | ||
| Ghassan Jabbar Kadhim | ||
| Abstract | ||
| Abstract The emergence of the Blended Learning is challenging to Iraqi EFL learners and teachers. In other words, integrating online lessons with face-to-face ones is totally a new method in teaching/learning English in Iraq since the Traditional Face-to-Face Classroom education is the only way that learners and teachers are familiar with. However, this approach has had a positive effectiveness after conducting the comparative cases studies of two learners groups, learning English by different modes. The first case study has learned English by the Traditional Face-to-Face Classroom Learning mode, whereas the other has learned English by the Blended Learning. The current study is built up according to the following steps, as follows: first of all, investigating two case studies in detailed description. Then a comparison has been done to show the similarities and differences between the two methods adopted. following that, some raised questions have been answered to better understand how the Blended Learning influences the Iraqi EFL learners positively and why these learners have been affected by this method much more than the Traditional Face-to-Face education. Then the researcher reaches to some conclusions in which this study appears with a new method in teaching/learning English, i.e. the mixture of the old-fashioned method and the latest technological one emerges in teaching English field. Finally, using modern technologies, such as Internet, computers, new learning/teaching English applications makes the teaching/learning the easiest process to handle and the most interesting way to deal with by both learners and teachers. | ||
| Keywords | ||
| blended learning; Traditional Face; Face Classroom Learning; Comparative Case Studies | ||
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