Blended teaching readiness of EFL instructors and their perceptions about blended learning in English preparatory schools: a case from Turkey

GÜLTEKİN K., Mede E.

Journal of Research on Technology in Education, cilt.56, sa.5, ss.578-594, 2024 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 56 Sayı: 5
  • Basım Tarihi: 2024
  • Doi Numarası: 10.1080/15391523.2023.2186987
  • Dergi Adı: Journal of Research on Technology in Education
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, Applied Science & Technology Source, Business Source Elite, Business Source Premier, Computer & Applied Sciences, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center)
  • Sayfa Sayıları: ss.578-594
  • Anahtar Kelimeler: Blended learning, blended teaching competencies, blended teaching readiness, EFL
  • Orta Doğu Teknik Üniversitesi Adresli: Hayır

Özet

This study aimed to investigate the blended teaching readiness of the EFL instructors (N = 102) employed in an English preparatory school of a state university in Istanbul, Turkey. The study also aimed to explore the perceptions of the instructors about blended teaching practices. The quantitative data was collected from the Blended Teaching Readiness Scale (Archibald et al., 2021). The statistical analysis of the quantitative data (IBM SPSS 28) reported that the instructors were ready for blended teaching. Specifically, there was no significant difference between the blended teaching readiness and their education level apart from their teaching experience. Additionally, a significant correlation existed between the blended teaching readiness of the instructors and their ability to use the computer for teaching needs. Meanwhile, the qualitative data gathered through semi-structured interviews with the instructors (N = 10) emphasized the importance of the theme, interaction, integration of face-to-face and online environments, needs and required skills, and teachers’ beliefs for blended teaching readiness. The results of the study provide implications and suggestions for blended teaching in an EFL context.