Attitudes towards Integrating Blended Learning into EFL Classrooms:

The Case of Second Year Students at the Department of Letters and the English Language, University of Constantine 1

المؤلفون

  • إيمان بيلوك جامعة بليدة 2, الجزائر.

الكلمات المفتاحية:

المواقف، التعلم المباشر، التعليم المختلط

الملخص

تهدف هذه الورقة للكشف عن مواقف المتعلمين الجزائريين الجامعين من استخدام التعلم الالكتروني في الفصول الدراسية للغة الإنجليزية كلغة أجنبية.  تم جمع البيانات باستخدام استبيان ، الذي يحتوي على 36 عنصرًا ، من  عينة عشوائية تتكون من 60 طالبًا مسجلون في السنة الثانية في قسم  اللغة الإنجليزية-جامعة قسنطينة 1. تشير النتائج إلى أن المشاركين أعربوا عن مواقف أكثر إيجابية تجاه التعلم المباشر (M = 3.97/SD = .91) ، في حين أن الوسيط ​​الذي تم الحصول عليه من المؤشرات الإيجابية) M=3.74/SD=.96) كان أعلى بكثير من المؤشرات السلبية (SD = 1.06/M = 2.87) ، مما أدى إلى اتجاهات إيجابية تجاه  التعليم المختلط و المباشر في  تعليم اللغة الإنجليزية كلغة أجنبية ، وفي الوقت نفسه التوصية بتصميم بعض وحدات التعلم الممزوجة.

التنزيلات

بيانات التنزيل غير متوفرة بعد.

المراجع

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التنزيلات

منشور

2020-12-31

كيفية الاقتباس

Bilouk, I. (2020). Attitudes towards Integrating Blended Learning into EFL Classrooms:: The Case of Second Year Students at the Department of Letters and the English Language, University of Constantine 1. مجلة العلوم الإنسانية, 31(4), 763-775. استرجع في من http://revue.umc.edu.dz/index.php/h/article/view/3537

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