Araştırma Makalesi
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BEKLENDEN DAHA AZ BAŞARI GÖSTERMİŞ ÖĞRENCİLERİN HARMANLANMIŞ ÖĞRETİMİ TANIMLAMAK İÇİN KULLANILAN PARAMETRELERİN KOMBİNASYONLARINA İLİŞKİN BAKIŞ AÇILARI

Yıl 2025, Cilt: 9 Sayı: 1, 91 - 108, 29.06.2025

Nazli Ağgün Çelik , Hatice Sofu

https://doi.org/10.51726/jlr.1625166

Öz

Bu çalışma harmanlanmış öğretimi, başlangıç seviyesinde İngilizceyi yabancı dil olarak öğrenirken beklenenden daha az başarı göstermiş ve seviyesini tekrar etmek durumunda kalmış öğrencilerin bakış açısından araştırmayı amaçlamıştır. Nitel olan bu çalışma, bu öğrencilerin başarılarını en etkili şekilde destekleyen önerileri ortaya çıkarmak için onların harmanlanmış öğretimle deneyimlerini, öğrencilerin kendi perspektiflerinden inceler. Çalışmanın katılımcıları için, bir Türk üniversitesinin İngilizce hazırlık programına kayıtlı olan ve başlangıç A1 seviyesini tekrar eden mühendislik öğrencilerinden oluşan bir sınıf seçilmiştir. Harmanlanmış eğitim programı a) beklenenden daha az başarı göstermiş öğrencilerin önceki resmi ve gayri resmi geri bildirimlerine, b) araştırmacının aynı ortamdaki dokuz yıllık öğretim ve araştırma deneyimine ve c) mevcut literatür bilgisine dayanarak hazırlanmıştır. Program, on iki haftalık bir süre boyunca uygulanmıştır. Öğrencilerin, programla ilgili deneyimleri hakkında bilgi toplamak için haftalık formlar, yarı yapılandırılmış mülakatlar ve sınıf içi tartışmalar hazırlanmıştır. Bulgular içerik analizi yoluyla incelenmiştir. Sonuçlar, harmanlanmış öğretimin bileşenlerinin güçlü ve zayıf yönleri ile ilgili önemli bulguları ortay çıkarmıştır. Ayrıca, analizler, ağırlıklı olarak yüz yüze etkileşimi, geleneksel prosedürleri ve öğretmenin birebir dikkatiyle kolaylaştırılan ilgi çekici ve bağlamsallaştırılmış bir tasarımı tercih ettiklerini gösterdi. Bu bulgular, İngilizce yabancı dilini öğrenirken beklenenden daha az başarı göstermiş öğrenciler için harmanlanmış öğretim tasarlarken dikkat edilmesi gereken önemli bulguları ortaya çıkarmıştır.

Anahtar Kelimeler

harmanlanmış öğretim beklenenden daha az başarı göstermiş öğrenciler öğrencilerin bakışaçıları yabancı dil eğitim olarak ingilizce üretmek için dil becerileri

Kaynakça

  • Abdelaziz, H. A., & Al Zehmi, O. (2021). E-cognitive scaffolding: does it have an impact on the English grammar competencies of middle school underachieving students?. Open Learning: The Journal of Open, Distance and e-Learning, 36(1), 5-28. https://doi.org/10.1080/02680513.2020.1774356
  • Aggun, N. (2022). Teaching Writing Courses by Blending Online and Traditional Classroom Instruction for Underachieving Language Learners. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 22(2), 830-854. https://doi.org/10.17240/aibuefd.2022..-604909
  • Amoah, S., & Yeboah, J. (2021). The speaking difficulties of Chinese EFL learners and their motivation towards speaking the English language. Journal of Language and Linguistic Studies, 17(1), 56-69. https://search.informit.org/doi/10.3316/informit.220198786765725
  • Armana, M. A. R. A. (2011). The impact of a remedial program on English writing skills of the seventh-grade low achievers at UNRWA schools in Rafah. Unpublished Doctoral Dissertation. The Islamic University of Gaza.
  • Ashraf, M. A., Tsegay, S. M., & Meijia, Y. (2021). Blended learning for diverse classrooms: Qualitative experimental study with in-service teachers. Sage Open, 11(3), 21582440211030623. https://doi.org/10.1177/21582440211030623
  • Augustine, J. E. (2023). Effects of a Self-Monitoring Tracking System Combined with Blended Learning Intervention Time on Students' Self-Regulated Learning Skills and Academic Performance. Unpublished Doctoral Dissertation. University of South Carolina. https://scholarcommons.sc.edu/etd/7405/
  • Avni, Behira (2023). Primary school pupils' responses to lessons that combine different teaching styles (Visual, Auditory, Reading/writing and Kinaesthetic) according to their own personal learning styles.. Unpublished Doctoral Thesis.UK: Anglia Ruskin University. https://hdl.handle.net/10779/aru.23757990.v1
  • Bañados, E. (2006). A blended-learning pedagogical model for teaching and learning EFL successfully through an online interactive multimedia environment. CALICO Journal, 23(3), 533-550. https://www.jstor.org/stable/24156354
  • Barr, D., Leakey, J., &Ranchoux, A. (2005). TOLD like it is! an evaluation of an integrated oral development project. Language Learning & Technology, 9(3), 55-78.
  • Bulqiyah, S., Mahbub, M., & Nugraheni, D. A. (2021). Investigating Writing Difficulties in Essay Writing: Tertiary Students' Perspectives. English Language Teaching Educational Journal, 4(1), 61-73.
  • Castro, R. (2019). Blended learning in higher education: Trends and capabilities. Education and Information Technologies, 24(4), 2523-2546. https://doi.org/10.1007/s10639-019-09886-3
  • Chenoweth, N. A., Ushida, E., &Murday, K. (2006). Student learning in hybrid french and spanish courses: An overview of language online. CALICO Journal, 24(1), 115-146.
  • Chou, C. P., Chen, K. W., & Hung, C. J. (2021). A study on flipped learning concerning learning motivation and learning attitude in language learning. Frontiers in Psychology, 12, 753463. https://doi.org/10.3389/fpsyg.2021.753463
  • Chukwu-Etu, O. (2009). Underachieving learners: Can they learn at all? ARECLS, 6(1), 84-102.
  • DiCerbo, P. A., Anstrom, K., Baker, L. L., & Rivera, C. (2014). A Review of the Literature on Teaching Academic English to English Language Learners. Review of Educational Research, 84(3), 446. https://doi.org/10.3102/0034654314532695
  • Efrat W. (2019). What really works for underachievers? Strategies for EFL teachers of underachieving students. The European Proceedings of Social and Behavioural Sciences, 585–592. https://doi.org/10.15405/epsbs.2019.06.70
  • El-Bassuony, J. M. (2016). The effectiveness of flipped learning in developing English grammatical performance of underachieving language learners at the secondary stage. International Journal of English Language Teaching, 4(8), 76-101.
  • Feng, K. (2022). Current Status and Trends of Blended Learning in Higher Education. International Conference on Science Education and Art Appreciation (pp. 1076-1084). Atlantis Press. https://doi.org/10.2991/978-2-494069-05-3_129
  • Gibbs, G. (1988). Learning by doing: a guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: Oxford.
  • Goertler, S. (2012).Theoretical and empirical foundations for blended language learning. In: F. Rubio & J. Thoms (Eds.), Hybrid language teaching and learning: Exploring theoretical, pedagogical, and curricular issues. (pp. 27049). Boston: Cengage/Heinle.
  • Gregori, E. B. (2015). Learners and Technology: Myths about Online Education. In Myths in Education, Learning and Teaching: Policies, Practices and Principles (pp. 173-189). London: Palgrave Macmillan UK.
  • Gulnaz, F., Althomali, A. D. A., & Alzeer, D. H. (2020). An investigation of the perceptions and experiences of the EFL teachers and learners about the effectiveness of blended learning at Taif University. International Journal of English Linguistics, 10(1), 329-344.
  • Öncü, S., & Bıchelmeyer, B. (2021). Instructional practices affecting learner engagement in blended learning environments. Participatory Educational Research, 8(3), 210-226. http://dx.doi.org/10.17275/per.21.62.8.3
  • Harrington, A. M. (2010). Problematizing the hybrid classroom for ESL/EFL students. Tesl-Ej, 14(3). https://doi.org/10.30564/ret.v4i4.3508
  • Hrastinski, S. (2019). What Do We Mean by Blended Learning?. TechTrends, 63, 564 - 569. https://doi.org/10.1007/s11528-019-00375-5.
  • Hu, T. C., & Hsu, Y. J. (2020). Effects of a remedial program on beginner-level, low-achieving EFL learners. Bull. Educ. Psychol, 51, 687-711.
  • Isda, I. D., Purwati, P., & Imran, I. (2021). The Effect of Using Blended Learning Model on Enhancing Students' Speaking Skills in Senior High Schools. Journal of Languages and Language Teaching, 9(1), 92-98.
  • Ja'ashan, M. M. N. H. (2015). Perceptions and attitudes towards blended Learning for english courses: A case study of students at University of Bisha. English Language Teaching, 8(9), 40-50. http://dx.doi.org/10.5539/elt.v8n9p40
  • Kleiman, G. M. (2000). Myths and realities about technology in K-12 schools. Leadership and the New Technologies, 14(10), 1-8.
  • Kobayashi, K., & Little, A. (2011). Learner perceptions on the usefulness of a blended learning EFL program. JALT CALL Journal, 7(1), 103-117. https://doi.org/10.29140/jaltcall.v7n1.111
  • Kong, S. C. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy. Computers & Education, 78(1), 160-173. https://doi.org/10.1016/j.compedu.2014.05.009
  • Kuama, S. (2016). Is Online Learning Suitable for All English Language Students?. PASAA: Journal of Language Teaching and Learning in Thailand, 52, 53-82.
  • Kumar, A., Krishnamurthi, R., Bhatia, S., Kaushik, K., Ahuja, N. J., Nayyar, A., & Masud, M. (2021). Blended learning tools and practices: A comprehensive analysis. Ieee Access, 9, 85151-85197
  • Liu, Q. (2021). On the instruction design of the course business English writing based on blended learning model. Review of Educational Theory, 4(4), 24-28.
  • Makhoul, B., & Olshtain, E. (2024). Promoting literacy with blended learning-prolonged effects in high and low achieving students. In EDULEARN24 Proceedings (pp. 771-780). Spain. https://doi.org/10.21125/edulearn.2024.0281
  • Ming Lai, Kwok Man Lam & Cher Ping Lim (2016) Design principles for theblend in blended learning: a collective case study, Teaching in Higher Education, 21:6, 716-729. https://doi.org/10.1080/13562517.2016.1183611
  • Mori, S. (2019). Behavioral and Attitudinal Differences between Overachievers and Underachievers on a Web-based Task. Studies in e-Learning Language Education, 13, 14-28. https://doi.org/10.20623/well.13.0_14
  • Mulyadi, D., Arifani, Y., Wijayantingsih, T. D., & Budiastuti, R. E. (2020). Blended learning in English for specific purposes (ESP) instruction: Lecturers’ perspectives. Computer-Assisted Language Learning Electronic Journal, 21(2), 204-219.
  • Neumeier, P. (2005).A closer look at blended learning—parameters for designing a blended learning environment for language teaching and learning. ReCALL, 17(2), 163-178. https://doi.org/10.1017/S0958344005000224
  • Njenga, J. K., & Fourie, L. C. H. (2010).The myths about e‐learning in higher education. British Journal of Educational Technology, 41(2), 199-212. https://doi.org/10.1111/j.1467-8535.2008.00910.x
  • O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: a scoping review. The Internet and Higher Education, 25, 85-95. https://doi.org/10.1016/j.iheduc.2015.02.002
  • Owston, R., York, D., & Murtha, S. (2013). Student perceptions and achievement in a university blended learning strategic initiative. The internet and higher education, 18, 38-46. https://doi.org/10.1016/j.iheduc.2012.12.003
  • Parmar, A. (2023). Understanding Online Community College Students' Underachievement Reasons: An Exploratory Case Study. Unpublished Doctoral Dissertation. University of Phoenix. https://www.proquest.com/dissertations-theses/understanding-online-community-college-students/docview/2816704817/se-2
  • Pasicolan, J. M. F., Banera, R. T., Catabay, M. J. A., & Tindowen, D. J. C. (2021). Enhancing Students’ English Language Vocabulary Skills Through An Online Remediation Program. Journal of Language and Linguistics in Society (JLLS) ISSN, 2815-0961.
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The Perspectives of Low-Achieving Language Learners Regarding Blended Learning as Remedial Assistance

Yıl 2025, Cilt: 9 Sayı: 1, 91 - 108, 29.06.2025

Nazli Ağgün Çelik , Hatice Sofu

https://doi.org/10.51726/jlr.1625166

Öz

The purpose of this study is to determine how blended learning (BL) might be used as remedial assistance for low-achieving students, who are repeating at the beginning level of English as a foreign language (EFL). In order to make recommendations that will best promote students' success, this qualitative study looks at how students reflect on their experiences with BL. The sample setting was selected from a repeat A1 class of prospective engineering students enrolled in a preparatory program that teaches intense English courses at a Turkish university. The researcher's nine years of teaching and research expertise in the same setting, previous formal and informal feedback from low-achieving students, and the most recent literature were the main sources of shaping the BL design. It was carried out over a period of twelve weeks. Weekly forms, semi-structured interviews, and class discussions were used to collect data on students' reflections, which were then subjected to content analysis. The findings were revealed under the parameters used to define BL, such as mode, sequences of modes, level of integration, and so on. The results showed that students preferred contextualized design that was primarily supported by face-to-face contacts, traditional procedures, and teacher attention and was assisted by the online portion. These results would improve implementation techniques and advance our understanding of low-achieving EFL learners in BL.

Anahtar Kelimeler

blended instruction perception of learners productive skills English as a Foreign Languages low-achieving students

Kaynakça

  • Abdelaziz, H. A., & Al Zehmi, O. (2021). E-cognitive scaffolding: does it have an impact on the English grammar competencies of middle school underachieving students?. Open Learning: The Journal of Open, Distance and e-Learning, 36(1), 5-28. https://doi.org/10.1080/02680513.2020.1774356
  • Aggun, N. (2022). Teaching Writing Courses by Blending Online and Traditional Classroom Instruction for Underachieving Language Learners. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 22(2), 830-854. https://doi.org/10.17240/aibuefd.2022..-604909
  • Amoah, S., & Yeboah, J. (2021). The speaking difficulties of Chinese EFL learners and their motivation towards speaking the English language. Journal of Language and Linguistic Studies, 17(1), 56-69. https://search.informit.org/doi/10.3316/informit.220198786765725
  • Armana, M. A. R. A. (2011). The impact of a remedial program on English writing skills of the seventh-grade low achievers at UNRWA schools in Rafah. Unpublished Doctoral Dissertation. The Islamic University of Gaza.
  • Ashraf, M. A., Tsegay, S. M., & Meijia, Y. (2021). Blended learning for diverse classrooms: Qualitative experimental study with in-service teachers. Sage Open, 11(3), 21582440211030623. https://doi.org/10.1177/21582440211030623
  • Augustine, J. E. (2023). Effects of a Self-Monitoring Tracking System Combined with Blended Learning Intervention Time on Students' Self-Regulated Learning Skills and Academic Performance. Unpublished Doctoral Dissertation. University of South Carolina. https://scholarcommons.sc.edu/etd/7405/
  • Avni, Behira (2023). Primary school pupils' responses to lessons that combine different teaching styles (Visual, Auditory, Reading/writing and Kinaesthetic) according to their own personal learning styles.. Unpublished Doctoral Thesis.UK: Anglia Ruskin University. https://hdl.handle.net/10779/aru.23757990.v1
  • Bañados, E. (2006). A blended-learning pedagogical model for teaching and learning EFL successfully through an online interactive multimedia environment. CALICO Journal, 23(3), 533-550. https://www.jstor.org/stable/24156354
  • Barr, D., Leakey, J., &Ranchoux, A. (2005). TOLD like it is! an evaluation of an integrated oral development project. Language Learning & Technology, 9(3), 55-78.
  • Bulqiyah, S., Mahbub, M., & Nugraheni, D. A. (2021). Investigating Writing Difficulties in Essay Writing: Tertiary Students' Perspectives. English Language Teaching Educational Journal, 4(1), 61-73.
  • Castro, R. (2019). Blended learning in higher education: Trends and capabilities. Education and Information Technologies, 24(4), 2523-2546. https://doi.org/10.1007/s10639-019-09886-3
  • Chenoweth, N. A., Ushida, E., &Murday, K. (2006). Student learning in hybrid french and spanish courses: An overview of language online. CALICO Journal, 24(1), 115-146.
  • Chou, C. P., Chen, K. W., & Hung, C. J. (2021). A study on flipped learning concerning learning motivation and learning attitude in language learning. Frontiers in Psychology, 12, 753463. https://doi.org/10.3389/fpsyg.2021.753463
  • Chukwu-Etu, O. (2009). Underachieving learners: Can they learn at all? ARECLS, 6(1), 84-102.
  • DiCerbo, P. A., Anstrom, K., Baker, L. L., & Rivera, C. (2014). A Review of the Literature on Teaching Academic English to English Language Learners. Review of Educational Research, 84(3), 446. https://doi.org/10.3102/0034654314532695
  • Efrat W. (2019). What really works for underachievers? Strategies for EFL teachers of underachieving students. The European Proceedings of Social and Behavioural Sciences, 585–592. https://doi.org/10.15405/epsbs.2019.06.70
  • El-Bassuony, J. M. (2016). The effectiveness of flipped learning in developing English grammatical performance of underachieving language learners at the secondary stage. International Journal of English Language Teaching, 4(8), 76-101.
  • Feng, K. (2022). Current Status and Trends of Blended Learning in Higher Education. International Conference on Science Education and Art Appreciation (pp. 1076-1084). Atlantis Press. https://doi.org/10.2991/978-2-494069-05-3_129
  • Gibbs, G. (1988). Learning by doing: a guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: Oxford.
  • Goertler, S. (2012).Theoretical and empirical foundations for blended language learning. In: F. Rubio & J. Thoms (Eds.), Hybrid language teaching and learning: Exploring theoretical, pedagogical, and curricular issues. (pp. 27049). Boston: Cengage/Heinle.
  • Gregori, E. B. (2015). Learners and Technology: Myths about Online Education. In Myths in Education, Learning and Teaching: Policies, Practices and Principles (pp. 173-189). London: Palgrave Macmillan UK.
  • Gulnaz, F., Althomali, A. D. A., & Alzeer, D. H. (2020). An investigation of the perceptions and experiences of the EFL teachers and learners about the effectiveness of blended learning at Taif University. International Journal of English Linguistics, 10(1), 329-344.
  • Öncü, S., & Bıchelmeyer, B. (2021). Instructional practices affecting learner engagement in blended learning environments. Participatory Educational Research, 8(3), 210-226. http://dx.doi.org/10.17275/per.21.62.8.3
  • Harrington, A. M. (2010). Problematizing the hybrid classroom for ESL/EFL students. Tesl-Ej, 14(3). https://doi.org/10.30564/ret.v4i4.3508
  • Hrastinski, S. (2019). What Do We Mean by Blended Learning?. TechTrends, 63, 564 - 569. https://doi.org/10.1007/s11528-019-00375-5.
  • Hu, T. C., & Hsu, Y. J. (2020). Effects of a remedial program on beginner-level, low-achieving EFL learners. Bull. Educ. Psychol, 51, 687-711.
  • Isda, I. D., Purwati, P., & Imran, I. (2021). The Effect of Using Blended Learning Model on Enhancing Students' Speaking Skills in Senior High Schools. Journal of Languages and Language Teaching, 9(1), 92-98.
  • Ja'ashan, M. M. N. H. (2015). Perceptions and attitudes towards blended Learning for english courses: A case study of students at University of Bisha. English Language Teaching, 8(9), 40-50. http://dx.doi.org/10.5539/elt.v8n9p40
  • Kleiman, G. M. (2000). Myths and realities about technology in K-12 schools. Leadership and the New Technologies, 14(10), 1-8.
  • Kobayashi, K., & Little, A. (2011). Learner perceptions on the usefulness of a blended learning EFL program. JALT CALL Journal, 7(1), 103-117. https://doi.org/10.29140/jaltcall.v7n1.111
  • Kong, S. C. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy. Computers & Education, 78(1), 160-173. https://doi.org/10.1016/j.compedu.2014.05.009
  • Kuama, S. (2016). Is Online Learning Suitable for All English Language Students?. PASAA: Journal of Language Teaching and Learning in Thailand, 52, 53-82.
  • Kumar, A., Krishnamurthi, R., Bhatia, S., Kaushik, K., Ahuja, N. J., Nayyar, A., & Masud, M. (2021). Blended learning tools and practices: A comprehensive analysis. Ieee Access, 9, 85151-85197
  • Liu, Q. (2021). On the instruction design of the course business English writing based on blended learning model. Review of Educational Theory, 4(4), 24-28.
  • Makhoul, B., & Olshtain, E. (2024). Promoting literacy with blended learning-prolonged effects in high and low achieving students. In EDULEARN24 Proceedings (pp. 771-780). Spain. https://doi.org/10.21125/edulearn.2024.0281
  • Ming Lai, Kwok Man Lam & Cher Ping Lim (2016) Design principles for theblend in blended learning: a collective case study, Teaching in Higher Education, 21:6, 716-729. https://doi.org/10.1080/13562517.2016.1183611
  • Mori, S. (2019). Behavioral and Attitudinal Differences between Overachievers and Underachievers on a Web-based Task. Studies in e-Learning Language Education, 13, 14-28. https://doi.org/10.20623/well.13.0_14
  • Mulyadi, D., Arifani, Y., Wijayantingsih, T. D., & Budiastuti, R. E. (2020). Blended learning in English for specific purposes (ESP) instruction: Lecturers’ perspectives. Computer-Assisted Language Learning Electronic Journal, 21(2), 204-219.
  • Neumeier, P. (2005).A closer look at blended learning—parameters for designing a blended learning environment for language teaching and learning. ReCALL, 17(2), 163-178. https://doi.org/10.1017/S0958344005000224
  • Njenga, J. K., & Fourie, L. C. H. (2010).The myths about e‐learning in higher education. British Journal of Educational Technology, 41(2), 199-212. https://doi.org/10.1111/j.1467-8535.2008.00910.x
  • O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: a scoping review. The Internet and Higher Education, 25, 85-95. https://doi.org/10.1016/j.iheduc.2015.02.002
  • Owston, R., York, D., & Murtha, S. (2013). Student perceptions and achievement in a university blended learning strategic initiative. The internet and higher education, 18, 38-46. https://doi.org/10.1016/j.iheduc.2012.12.003
  • Parmar, A. (2023). Understanding Online Community College Students' Underachievement Reasons: An Exploratory Case Study. Unpublished Doctoral Dissertation. University of Phoenix. https://www.proquest.com/dissertations-theses/understanding-online-community-college-students/docview/2816704817/se-2
  • Pasicolan, J. M. F., Banera, R. T., Catabay, M. J. A., & Tindowen, D. J. C. (2021). Enhancing Students’ English Language Vocabulary Skills Through An Online Remediation Program. Journal of Language and Linguistics in Society (JLLS) ISSN, 2815-0961.
  • Picciano, A. G. (2009). Blending with purpose: The multimodal model.Journal of Asynchronous Learning Networks, 13(1).
  • Porter, W. W., & Graham, C. R. (2016). Institutional drivers and barriers to faculty adoption of blended learning in higher education. British Journal of Educational Technology, 47(4), 748-762. https://doi.org/10.1111/bjet.12269
  • Prasojo, L. D., Mukminin, A., Habibi, A., Hendra, R., & Iqroni, D. (2019). Building quality education through integrating ICT in schools: Teachers' attitudes, perception, and barriers. Calitatea, 20(172), 45-50.
  • Rahman, N. A., Arifin, N., Manaf, M., Ahmad, M., Zin, N. M., & Jamaludin, M. (2020, March). Students’ perception in blended learning among science and technology cluster students. In Journal of Physics: Conference Series (Vol. 1496, No. 1, p. 012012). IOP Publishing. https://doi.org/10.1088/1742-6596/1496/1/012012
  • Reis, S. M., & McCoach, D. B. (2000). The underachievement of gifted students: What do we know and where do we go? Gifted child quarterly, 44(3), 152-170. https://doi.org/10.1177/001698620004400302
  • Saliba, G., & Rankine, L. (2010). Blended learning. BDJ, 208, 322-322. https://doi.org/10.1038/sj.bdj.2010.336.
  • Sari, D., Sofyan, R., & Nasution, E. H. (2021). The Effectiveness of Blended Learning in English Speaking Skill for Undergraduate in 4.0. RADIANT: Journal of Applied, Social, and Education Studies, 2(2), 103-120. https://doi.org/10.52187/rdt.v2i2.51
  • Shimkovich, E., Makhmutova, G., Ivanova, D., & Urunova, R. (2022). Advantages and disadvantages of Hybrid Learning for International Students. ARPHA Proceedings, 1, 1533–1544. https://doi.org/10.3897/ap.5.e1533 Stracke, E. (2007). A road to understanding: A qualitative study into why learners drop out of a blended language learning (BLL) environment. ReCALL, 19(1), 57-78. https://doi.org/10.1017/S0958344007000511
  • Uygur, M. (2022). Applications of blended learning method enriched by developing materials and their effects on students: Applications of blended learning method. International Journal of Curriculum and Instruction, 14(3), 2229-2249.
  • Wang, C. (2021). Employing blended learning to enhance learners’ English conversation: A preliminary study of teaching with Hitutor. Education and Information Technologies, 26(2), 2407-2425. https://doi.org/10.1007/s10639-020-10363-5
  • Zainudin, Z. E. (2019). Remedial online materials as learning tools for struggling readers The Journal of the English Language Teaching Centre Malaysia, 1(7), 75-85.
  • Zhu, M., Berri, S. & Zhang, K. (2021) Effective instructional strategies and technology use in blended learning: A case study. Educ Inf Technol, 26, 6143–6161. https://doi.org/10.1007/s10639-021-10544-w
Toplam 56 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Dil Çalışmaları (Diğer)
Bölüm Makaleler
Yazarlar

Nazli Ağgün Çelik 0000-0002-2705-109X

Hatice Sofu 0000-0002-0436-5360

Yayımlanma Tarihi 29 Haziran 2025
Gönderilme Tarihi 22 Ocak 2025
Kabul Tarihi 11 Mayıs 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 9 Sayı: 1

Kaynak Göster

APA Ağgün Çelik, N., & Sofu, H. (2025). The Perspectives of Low-Achieving Language Learners Regarding Blended Learning as Remedial Assistance. Journal of Language Research, 9(1), 91-108. https://doi.org/10.51726/jlr.1625166
AMA Ağgün Çelik N, Sofu H. The Perspectives of Low-Achieving Language Learners Regarding Blended Learning as Remedial Assistance. JLR. Haziran 2025;9(1):91-108. doi:10.51726/jlr.1625166
Chicago Ağgün Çelik, Nazli, ve Hatice Sofu. “The Perspectives of Low-Achieving Language Learners Regarding Blended Learning As Remedial Assistance”. Journal of Language Research 9, sy. 1 (Haziran 2025): 91-108. https://doi.org/10.51726/jlr.1625166.
EndNote Ağgün Çelik N, Sofu H (01 Haziran 2025) The Perspectives of Low-Achieving Language Learners Regarding Blended Learning as Remedial Assistance. Journal of Language Research 9 1 91–108.
IEEE N. Ağgün Çelik ve H. Sofu, “The Perspectives of Low-Achieving Language Learners Regarding Blended Learning as Remedial Assistance”, JLR, c. 9, sy. 1, ss. 91–108, 2025, doi: 10.51726/jlr.1625166.
ISNAD Ağgün Çelik, Nazli - Sofu, Hatice. “The Perspectives of Low-Achieving Language Learners Regarding Blended Learning As Remedial Assistance”. Journal of Language Research 9/1 (Haziran 2025), 91-108. https://doi.org/10.51726/jlr.1625166.
JAMA Ağgün Çelik N, Sofu H. The Perspectives of Low-Achieving Language Learners Regarding Blended Learning as Remedial Assistance. JLR. 2025;9:91–108.
MLA Ağgün Çelik, Nazli ve Hatice Sofu. “The Perspectives of Low-Achieving Language Learners Regarding Blended Learning As Remedial Assistance”. Journal of Language Research, c. 9, sy. 1, 2025, ss. 91-108, doi:10.51726/jlr.1625166.
Vancouver Ağgün Çelik N, Sofu H. The Perspectives of Low-Achieving Language Learners Regarding Blended Learning as Remedial Assistance. JLR. 2025;9(1):91-108.
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