Abstract

This study aims to investigate teachers’ and students’ attitudes towards third year EFL students’ self-efficacy in the context of blended learning in the Department of English at Mohamed Cherif Messaadia University, Souk Ahras. Blended learning (BL), that combines traditional and online learning, is an innovative method of learning in the Algerian education context during the COVID-19 pandemic. This descriptive research utilised a mixed-methods design to collect both quantitative and qualitative data. Two questionnaires were used: one for English as a Foreign Language (EFL) teachers, and the second one for third year EFL students. The students questionnaire was administered to 51 participants chosen randomly from 86 third year EFL students. In addition, the teachers questionnaire was administered to five EFL teachers. The obtained findings revealed that many students have a positive attitude towards their self-efficacy in the context of BL. However, although the participating teachers believe that their students can learn better in a BL context, they still have negative attitudes towards their students’ self-efficacy in this learning context. That is why they argue that BL requires resources and specific procedures for efficiently using such materials, and that both instructors and students should be trained to use them effectively. Hence, we have confirmed the first research hypothesis and we have rejected the second research hypothesis. Finally, some implications and recommendations were given for both teachers and students.

Information

Item Type:	Master
Divisions:
ePrint ID:	4640
Date Deposited:	2023-11-23
Further Information:	Google Scholar
URI:	https://www.univ-soukahras.dz/en/publication/article/4640

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