THE EFFECT OF BLENDED LEARNING ON EDUCATIONAL ACCOUNTABILITY AND CREATIVITY OF IRANIAN EFL LEARNERS

Fatemeh Fazlali(1*),

(1) English Department, Farhangian University, Nasibeh Campus, Tehran, Iran
(*) Corresponding Author

Abstract


This study investigates the influence of blended learning instruction (BLI) on the educational accountability and creativity of intermediate EFL learners in Iran. Moreover, it aims to identify EFL learners’ attitudes toward BLI. To this end, 60 female intermediate EFL learners were selected out of 90 through their performance on a sample of the Oxford Quick Placement Test (OQPT). The participants were assigned into two 30-learner groups (i.e., BLI and control). The first questionnaires were administered as their pre-test to check EFL learners’ educational accountability and creativity level before the treatment. During the intervention, the experimental group received instruction through BLI, while the control group received conventional instruction. The second questionnaires were administered as a post-test to check EFL learners’ educational accountability and creativity level after the treatment. Moreover, 10 EFL learners were randomly selected from the BLI group to be interviewed. The results of the two separate ANCOVAs indicated that BLI significantly affected EFL learners’ educational accountability and creativity. The results of the interviews indicated that the majority of the participants believed that BLI made them more self-directed and autonomous. Similarly, 90% of the learners believed that BLI had changed their views towards self and cooperative learning.

Keywords


blended learning instruction, creativity, educational accountability, EFL learner

Full Text:

PDF

References


Aalinezhad, P., Salehan, Z., & Noroozi, Z. (2021). Investigating the effect of blended learning on Iranian EFL learners’ autonomy, self-esteem, and vocabulary achievement. International Journal of Linguistics, Literature and Translation, 4(6), 155-162. https://doi.org/10.32996/ijllt.2021.4.6.18

Akyıldız, S. T., & Çelik, V. (2020). Thinking outside the box: Turkish EFL teachers’ perceptions of creativity. Thinking Skills and Creativity, 36, 1-20. https://doi.org/10.1016/j.tsc.2020.100649

Allen, I. E., & Seaman, J. (2011). Going the distance: Online education in the United States, 2011. Wellesley, MA: Babson Survey Research Group and Quahog Research Group, LLC. https://files.eric.ed.gov/fulltext/ED529948.pdf

Arcia, G., Patrinos, H., Porta, E., & Macdonald, K. (2010). School autonomy and accountability in context: Application of benchmarking indicators in selected European countries. Washington, DC: World Bank. https://hdl.handle.net/10986/21548

Aristovnik, A., Tomazevic, N., Kerzic, D., & Umek, L. (2017). The impact of demographic factors on selected aspects of e-learning in higher education. The International Journal of Information and Learning Technology, 34(2), 114–121. https://doi.org/10.1108/IJILT-09-2016-0045

Bakeer, A. M. (2018). Students’ attitudes towards implementing blended learning in teaching English in higher education institutions: A case of Al-Quds Open University. International Journal of Humanities and Social Science, 8(6), 131-139. https://doi.org/10.30845/ijhss.v8n6a15

Baker, E. L., & Linn, R. L. (2002). Validity issues for accountability systems (Vol. 585). Los Angeles: Center for the Study of Evaluation, National Center for Research on Evaluation, Standards, and Student Testing, Graduate School of Education & Information Studies, University of California. https://cresst.org/wp-content/uploads/TR585.pdf

Banihashem, S. K., Rezaei, J., Badali, M., & Dana, A. (2014). The impact of using blended learning on students’ creativity. Journal of Innovation and Creativity in Human Science, 4(1), 113-128.

Beghetto, R. A., & Kaufman, J. C. (2014). Classroom contexts for creativity. High Ability Studies, 25(1), 53-69. http://dx.doi.org/10.1080/13598139.2014.905247

Boelens, R., De Wever, B., & Voet, M. (2017). Four key challenges to the design of blended learning: A systematic literature review. Educational Research Review, 22, 1-18. https://doi.org/10.1016/j.edurev.2017.06.001

Boyle, T., Bradley, C., Chalk, P., Jones, R., & Pickard, P. (2003). Using blended learning to improve student success rates in learning to program. Journal of Educational Media, 28(2-3), 165-178. https://doi.org/10.1080/1358165032000153160

Bukhari, S. S. F., & Mahmoud Basaffar, F. (2019). EFL learners’ perception about integrating blended learning in ELT. Arab World English Journal (AWEJ) Special Issue on CALL, (5), 190-205. http://dx.doi.org/10.2139/ssrn.3431769

Carlson, D. (2002). The focus of state educational accountability systems: Four methods of judging school quality and progress. In W. J. Erpenbach. (Ed.), Incorporating multiple measures of student performance into state accountability systems—A compendium of resources (pp. 285–297). Washington, DC: Council of Chief State School Officers. http://competencyworks.pbworks.com/w/file/fetch/74435411/Carlson_Judging%20School%20Quality%20and%20Progress_2006.pdf

Davis, G. A. (2004). Creativity is forever. Dubuque: Kendall Hunt Publishing Company.

Ebadi, S., & Ghuchi, K. D. (2018). Investigating the effects of blended learning approach on vocabulary enhancement from EFL learners’ perspectives. Journal on English Language Teaching, 8(2), 57-68. https://files.eric.ed.gov/fulltext/EJ1185411.pdf

Eldeeb, S. (2019). An investigation into students’ views on blended learning at the English Language Institute in King Abdulaziz University. Arab World English Journal: Special Issue: Application of Global ELT Practices in Saudi Arabia September, 1-15. http://dx.doi.org/10.2139/ssrn.3472203

Farivar, A., & Rahimi, A. (2015). The impact of CALL on Iranian EFL learners’ autonomy. Procedia - Social and Behavioral Sciences, 192, 644–649. https://doi.org/10.1016/j.sbspro.2015.06.112

Ferrari, A., Cachia, R., & Punie, Y. (2009). Innovation and creativity in education and training in the EU member states: Fostering creative learning and supporting innovative teaching. Luxembourg: European Communitie Publications.

Gaol, F. L., & Hutagalung, F. (2020). The trends of blended learning in South East Asia. Education and Information Technologies, 25, 659-663. https://doi.org/10.1007/s10639-020-10140-4

Grainger, T., & Barnes, J. (2006). Creativity in the primary curriculum. In J. Arthur, T. Grainger, & D. Wray (Eds.), Learning to teach in the primary school (pp. 209–225). London: Routledge. https://oro.open.ac.uk/12953/2/4C7A8273.pdf

Griffin, P., Care, E., & McGaw, B. (2012). The changing role of education and schools. In P. Griffin, B. McGraw, & E. Care (Eds.), Assessment and teaching of 21st century skills (pp. 1–16). New York: Springer. https://doi.org/10.1007/978-94-007-2324-5_1

Hadley, A. O. (2003). Teaching language in context (3rd ed.). Boston, MA: Heinle & Heinle.

Hanushek, E. A., & Raymond, M. E. (2005). Does school accountability lead to improved student performance? Journal of Policy Analysis and Management: The Journal of the Association for Public Policy Analysis and Management, 24(2), 297-327. https://doi.org/10.1002/pam.20091

Harandi, S. R. (2015). Effects of e-learning on students’ motivation. Procedia-Social and Behavioral Sciences, 181, 423-430. https://doi.org/10.1016/j.sbspro.2015.04.905

Hawks, S. J. (2014). The flipped classroom: now or never? AANA Journal, 82(4), 1-20.

Hossain, M. (2017). The state of accountability in the education sector of Bangladesh: A critical overview. Retrieved from http://unesdoc.unesco.org/images/0025/002595/259542e.pdf

Khadjieva, I., & Khadjikhanova, S. (2019). Flipped classroom strategy effects on students’ achievements and motivation: Evidence from CPFS level 2 students at WIUT. European Journal of Research and Reflection in Educational Sciences, 7(12), 1-15.

Khany, R., & Malekzadeh, P. (2015). Associations among EFL teachers' professional identity, professional vitality, and creativity. Teaching English Language (TEL), 9(2), 37-74. https://doi.org/10.22132/tel.2015.53724

Khany, R., & Tazik, K. (2017). Creativity styles and thinking styles among Iranian EFL learners. The Asian EFL Journal Professional Teaching, 103, 19-74.

Lin, Y. S. (2011). Fostering creativity through education: A conceptual framework of creative pedagogy. Creative Education, 2(3), 149-163. https://doi.org/10.4236/ce.2011.2302

Marashi, H., & Dadari, L. (2012). The impact of using task-based writing on EFL learners’ writing performance and creativity. Theory & Practice in Language Studies, 2(12), 2500-2508. https://doi.org/10.4304/tpls.2.12.2500-2507

Marashi, H., & Khatami, H. (2017). Using cooperative learning to boost creativity and motivation in language learning. Journal of Language and Translation, 7(1(13)), 43-58.

Mathison, S. (2010). The purpose of evaluation. In P. Peterson, B. McGaw, & E. Baker (Eds.), The international encyclopedia of education (3rd ed.). Amsterdam: Elsevier Publishers.

McLaughlin, M. J., Speirs, K. E., & Shenassa, E. D. (2014). Reading disability and adult attained education and income: Evidence from a 30-year longitudinal study of a population-based sample. Journal of Learning Disabilities, 47(4), 374-386. https://doi.org/10.1177/0022219412458323

Meri, S. (2012). Autonomous computer-assisted language learning: Turkish primary school students’ perceptions of dined software. Paper presented at the "ICT for Language Learning" International Conference. https://eric.ed.gov/?id=ED595306

Mirzaei, A., & Rahimi, M. (2017). An investigation on relationship between Iranian EFL teachers’ creativity and classroom management strategies and learners’ improvement. Journal of Advances in English Language Teaching, 5(4), 31-49.

Miskiah, M., Suryono, Y., & Sudrajat, A. (2020). The effects of blended learning on elementary school students’ creativity and activeness. Universal Journal of Educational Research, 8(9), 3958-3964. https://doi.org/10.13189/ujer.2020.080920

Mozelius, P., & Rydell, C. (2017). Problems affecting successful implementation of blended learning in higher education - The teacher perspective. International Journal of Information and Communication Technologies in Education, 6(1), 4-13. https://doi.org/10.1515/ijicte-2017-0001

Nosratinia, M., & Zaker, A. (2015). Boosting autonomous foreign language learning: Scrutinizing the role of creativity, critical thinking, and vocabulary learning strategies. International Journal of Applied Linguistics and English Literature, 4(4), 86-97. https://doi.org/10.7575/aiac.ijalel.v.4n.4p.86

O’Neil, H. F., Abedi, J., & Spielberger, C. D. (1992). The measurement and teaching of creativity. In H. F. O’Neil & M. Drillings (Eds.), Motivation: Theory and research (pp. 245- 264). Hillsdale, NJ: Lawrence Erlbaum. https://doi.org/10.4324/9780203052686

Paavola, S., Lipponen, L., & Hakkarainen, K. (2004). Models of innovative knowledge communities and three metaphors of learning. Review of Educational Research, 74(4), 557-576. https://doi.org/10.3102/00346543074004557

Perie, M., Park, J., & Klau, K. (2007). Key elements of educational accountability models. Washington, DC: CCSSO.

Plucker, J. A., Beghetto, R. A., & Dow, G. T. (2004). Why isn’t creativity more important to educational psychologists? Potentials, pitfalls, and future directions in creativity research. Educational Psychologist, 39(2), 83-96. https://doi.org/10.1207/s15326985ep3902_1

Porter, A. C., Chester, M. D., & Schlesinger, M. D. (2004). Framework for an effective assessment and accountability program. Teachers College Record, 106(6), 1358–1400. https://doi.org/10.1111/j.1467-9620.2004.00382.x

Pushpanadham, K. (2020). The academic accountability in higher education; rhetoric or real. Interwoven: An Interdisciplinary Journal of Navrachana University, 2(1), 1–13.

Radia, B. (2019). Approaching a reading course via moodle-based blended learning: EFL learners’ insights. Modern Journal of Language Teaching Methods (MJLTM), 9(11), 1-20. http://dx.doi.org/10.26655/mjltm.2019.11.1

Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers & Education, 144, 1-17. https://doi.org/10.1016/j.compedu.2019.103701

Resien, C., Sitompul, H., & Situmorang, J. (2020). The effect of blended learning strategy and creative thinking of students on the results of learning information and communication technology by controlling prior knowledge. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 3(2), 879-893. https://doi.org/10.33258/birci.v3i2.997

Richards, J. C. (2013). Creativity in language teaching. Iranian Journal of Language Teaching Research, 1(3), 19-43.

Richardson, C. J., & Swan, K. (2003). Examining social presence in online courses in relation to students’ perceived learning and satisfaction. Journal of Asynchronous Learning Networks, 7(1), 68-84. https://doi.org/10.24059/olj.v7i1.1864

Runco, M. A. (2004). Everyone has creative potential. In R. J. Sternberg, E. L. Grigorenko, & J. L. Singer (Eds.), Creativity: From potential to realization (pp. 21–30). Washington, DC: American Psychological Association. https://doi.org/10.1037/10692-002

Sari, F. M., & Wahyudin, A. Y. (2019). Blended-learning: The responses from non-English students in the Indonesian tertiary context. Teknosastik, 17(1), 23-28. https://doi.org/10.33365/ts.v17i1.204

Sari, I. (2019). Students’ perception on the effectiveness of blended learning: Efforts in the mastery of English. International Journal of Research and Review, 6(2), 259–265.

Sarsani, M. R. (2005). Creativity in education. Delhi: Sarup & Sons.

Shams, I. E. (2013). Hybrid learning and Iranian EFL learners’ autonomy in vocabulary learning. Journal of Social and Behavioral Sciences, 93, 1587 - 1592. https://doi.org/10.1016/j.sbspro.2013.10.086

Simonton, D. K. (2012). Taking the US Patent Office criteria seriously: A quantitative three-criterion creativity definition and its implications. Creativity Research Journal, 24(2-3), 97-106. https://doi.org/10.1080/10400419.2012.676974

Sternberg, R. J. (2015). Teaching for creativity: The sounds of silence. Psychology of Aesthetics, Creativity, and the Arts, 9(2), 115-130. https://doi.org/10.1037/aca0000007

Sulaiman, N. A. (2018). Implementing blended learning and flipped learning models in the university classroom: A case study. Teaching English with Technology, 18(4), 34-47.

Sun, Z., & Qiu, X. (2017). Developing a blended learning model in an EFL class. International Journal of Continuing Engineering Education and Life Long Learning, 27(1-2), 4-21. https://doi.org/10.1504/IJCEELL.2017.080998

Susan, P., & Chris, S. (2015). Maximising competency education and blended learning. New York: Incol Competency Works.

Švecová, V., Rumanova, L., & Pavlovičová, G. (2014). Support of pupil’s creative thinking in mathematical education. Procedia-Social and Behavioral Sciences, 116, 1715-1719. https://doi.org/10.1016/j.sbspro.2014.01.461

Swan, K., Shea, P., Frederickson, E., Pickette, A., Pelz, W., & Maher, G. (2000). Building knowledge building communities: Consistency, contact, and communication in the virtual classroom. Journal of Educational Computing Research, 23(4), 389-413. https://doi.org/10.2190/W4G6-HY52-57P1-PPNE

Tangaard, L. (2011). Stories about creative teaching and productive learning. European Journal of Teacher Education, 34(2), 219-232. https://doi.org/10.1080/02619768.2011.558078

Vygotsky, L. S. (2004). Imagination and creativity in childhood. Journal of Russian & East European Psychology, 42(1), 7-97. https://doi.org/10.1080/10610405.2004.11059210

White, L. (2011). Second language acquisition at the interfaces. Lingua, 121(4), 577-590. https://doi.org/10.1016/j.lingua.2010.05.005

Wright, B. M. (2017). Blended learning: Student perception of face-to-face and online EFL lessons. Indonesian Journal of Applied Linguistics, 7(1), 64-71. https://doi.org/10.17509/ijal.v7i1.6859

Yaghoubi, J., Malek Mohammadi, I., Iravani, H., Attaran, M., & Gheidi, A. (2008). Virtual students’ perceptions of e-learning in Iran. Turkish Online Journal of Educational Technology–TOJET, 7(3), 1-7. https://eric.ed.gov/?id=ED502679

Yeh, Y. C., Huang, L. Y., & Yeh, Y. L. (2011). Knowledge management in blended learning: Effects on professional development in creativity instruction. Computers & Education, 56(1), 146-156. https://doi.org/10.1016/j.compedu.2010.08.011

Zaim, M., & Mudra, H. (2019). Blended English language learning as a course in an Indonesian context: An exploration toward EFL learners’ perceptions. Proceedings of the 2019 8th International Conference on Educational and Information Technology, 209-216. https://doi.org/10.1145/3318396.3318435

Zarei, L., Bagheri, M. S., & Sadighi, F., (2019). Educational accountability in EFL contexts: Providing remedies. Cogent Education, 6(1), 1-32. https://doi.org/10.1080/2331186X.2019.1669381

Zhang, J. H., Zou, L. C., Miao, J. J., Zhang, Y. X., Hwang, G. J., & Zhu, Y. (2020). An individualized intervention approach to improving university students’ learning performance and interactive behaviors in a blended learning environment. Interactive Learning Environments, 28(2), 231-245. https://doi.org/10.1080/10494820.2019.1636078




DOI: https://doi.org/10.24071/llt.v27i2.7409

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Fatemeh Fazlali

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Indexed and abstracted in:

     

 

 

LLT Journal Sinta 1 Certificate (S1 = Level 1)

We would like to inform you that LLT Journal: A Journal on Language and Language Teaching has been nationally accredited Sinta 1 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree  No. Surat Keputusan 169/E/KPT/2024. Validity for 5 years: Vol ... No 1, 20... till Vol ... No 2, 20...


Sinta 1 certificate to post here asap. Thank you for your patience and understanding. 

 

  

 

This work is licensed under CC BY-SA.

Creative Commons Attribution-ShareAlike 4.0 International License

 

Free counters!


 LLT Journal: A Journal on Language and Language Teaching, DOI: https://doi.org/10.24071/llt, e-ISSN 2579-9533 and p-ISSN 1410-7201, is published twice a year, namely in April and October by the English Language Education Study Programme of Teacher Training and Education Faculty of Sanata Dharma University, Yogyakarta, Indonesia.