A Narrative Inquiry into EFL Teachers’ Professional Experiences in Blended Learning during COVID-19 Pandemic
Keywords:Blended learning, Covid-19 Pandemic, narrative inquiry, teacher professional development
Extensive studies have been geared to exploring the implementation of blended learning in education domain. However, there is a paucity of research that examines such implementation from teachers’ perspectives. To fill this gap, the present study investigates the lived experiences of EFL teachers in enacting blended learning during COVID-19 pandemic. To capture the teachers’ stories, a narrative inquiry was employed. Data were garnered through narrative frame, narrative box, and interview guide. Findings suggest that the teachers applied different online platforms to teach English in blended learning, then the school centralized to use Google classroom as the main platform in online class. Furthermore, the lesson, scheduling, Internet connection, and students’ self-regulated learning awareness complicated the implementation of blended learning during COVID-19 pandemic. The paper suggests policymakers to enact online pedagogy based on the actual teacher trainings and maximize schooling facility as a learning support.
Adedoyin, O. B., & Soykan, E. (2020). COVID-19 pandemic and online learning: the challenges and opportunities. Interactive learning environments, 29 (3), 1–13. doi.org/10.1080/10494820.2020.1813180
Arifani, Y., Khaja, F., Suryanti, S., & Wardhono, A. (2019). The influence of blended in-service teacher professional training on efl teacher creativity and teaching effectiveness. The Southeast Asian Journal of English Language Studies, 25(3), 126–136. doi.org/10.17576/3L-2019-2503-10
Barkhuizen, G., & Mendieta, J. (2019). Blended language learning in the Colombian context: a narrative inquiry of teacher ownership of curriculum change. Computer assisted language learning, 33(2), 1-21. doi.org/10.1080/09588221.2018.1553888
Barkhuizen, G., Benson, P., & Chik, A. (2014). Narrative inquiry in language teaching and learning research. New York: Routledge
Bakalar, B. (2018). Book review: justice on both sides: transforming education through restorative justice. American Journal of Qualitative Research, 2(2), 145-149.
Clandinin, D. J. (2006). Narrative inquiry: A methodology for studying lived experience. Research Studies in Music Education, 27(1), 44-54. doi.org/10.1177/1321103X060270010301
Chan, E. Y. (2019). Blended learning dilemma: teacher education in the confucian heritage culture. Australian Journal of Teacher Education, 44(1),36-51. doi.org/10.14221/ajte.2018v44n1,3.
Creswell, J.W. (2012). Educational research: planning, conducting and evaluating quantitative and qualitative research.( 4th. Ed), Bostom, M.A : Pearson.
Connelly, F.M., & Clandinin ,D.J. ( 2006). Narrative inquiry. In J.L. Green, G . Camilli & P.B elmore (eds). Handbook of complementary methods in education research ( pp.477-488). Mahwa, New Jersey: Lawrence Erlbaum Associates, inc., publishers.
Dziuban, C., Graham, C., Moscal, P.D., Norberg, A., & Sicilia, N. (2018). Blended learning: the new normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15 (3), 1-16. doi.org/10.1186/s41239-017-0087-5
Delone, W. H., & McLean, E. R. (2003). The delone and mclean model of information systems success: a ten-year update. Journal of management information systems, 19(4), 9–30. doi.org/10.1080/07421222.2003.11045748
Garnham, C. & Kaleta, R. (2002). Introduction to hybrid courses. Teaching with technology today, 8(6)
Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education. San Francisco: Jossey-Bass
Garrison, D. R., & Vaughan, N. D. (2013). Blended learning in higher education, (1st ed.). San Francisco: Jossey-Bass Print.
Garrison, D. R., & Kanuka, H. (2004). Blended learning: uncovering its transformative potential in higher education. Internet and Higher Education, 7(2), 95-105. doi.org/10.1016/j.iheduc.2004.02.001
Gillian, E., & Lew, R. (2018). Incorporating research-based teaching techniques in E-learning to teach English articles. 3L: Language, Linguistics, Literature®, 24(1), 16-28. doi.org/10.17576/3L-2018-2401-2
Jensvoll, M. H., & Lekang, T. (2018). Strengthening professionalism through cooperative learning. Professional Development in Education, 44(4), 466–475. https://doi.org/10.1080/19415257.2017.1376223
Kintu, M. J., & Zhu, C. (2016). Student characteristics and learning outcomes in a blended learning environment intervention in a Ugandan University. Electronic Journal of e-Learning, 14(3), 181–195.
Kintu, M.J, Zhu,C., & Kagambe, E. (2017). Blended learning effectiveness: the relationship between student characteristics, design features and outcomes. International Journal of Educational Technology in Higher Education, 14(7), 1-20. doi.org/10.1186/s41239-017-0043-4
Kiilo, T., & Kutsar, D. (2012). Exploring constructivist social learning practices in aiding Russianspeaking teachers to learn Estonian: an action research approach. Educational Action Research, 20(4), 587–604. doi.org/10.1080/09650792.2012.727649
Kurucova, Z., Medová, J., & Tirpakova, A. (2018). The effect of different online education modes on the English language learning of media studies students. Cogent Education, 5(1), 1–13. doi.org/10.1080/2331186X.2018.1523514
Kocoglu, Z., Ozek, Y. & Kesli, Y. (2011). Blended learning: Investigating its potential in an English language teacher training program. Australasian Journal of Educational Technology, 27(7), 1124-1134. doi.org/10.14742/ajet.908
Lie, A. (2020, May 2). COVID-19 disruption and the widening digital divide. The Jakarta Post https://www.the-jakartapost.com/academia/2020/05/02/COVID-19 -disruption-and-the-widening-digital-divide.html
Lalima & Dangwal, K.L (2017). Blended learning: an innovative approach. Universal Journal of Educational Research 5(1): 129-136. doi.org/10.13189/ujer.2017.050116
Nissen, E., & Tea, E. (2012). Going blended: new challenges for second generation L2 tutors. Computer Assisted Language Learning, 25(2), 145-163. doi.org/10.1080/09588221.2011.636052
Piccoli, G., Ahmad, R., & Ives, B. (2001). Web-based virtual learning environments: a research framework and a preliminary assessment of effectiveness in basic IT skill training. MIS Quarterly, 25(4), 401–426. Doi :https://doi.org/10.2307/3250989
Richards, J. C., & Schmidt, R. (2010). Longman: Dictionary of language teaching & applied linguistics (4th Ed.). Pearson Education Limited
Setyaningsih, E. (2020). Face-to-face or online learning: Students’ perspectives on blended learning in Indonesia. Journal of English Language Studies 5 (1),1-14.
Siaran pers. ( 2020,15 juni). Panduan penyelenggaraan pembelajaran pada tahun ajaran dan tahun akademik baru di masa COVID-19. Retrieved from https://bersamahadapikorona.kemdikbud.go.id/panduan-penyelenggaraan-pembelajaran-pada-tahun-ajaran-dan-tahun-akademik-baru-di-masa-covid-19/
Sriwichai, C.(2020). Students’ readiness and problems in learning English through blended learning environment. Asian Journal of Education and Training , 6(1).23-34.
Twigg, C. A. (2003). Improving learning and reducing costs: New models for online learning. EDUCAUSE Review, 38(5), 29-38
Wright.M.B, (2017). Blended learning: Student perception of face-to-face and online EFL lessons. Indonesian Journal of Applied Linguistics, 7 (1), 64-71.
Wang, Y., Han, X., & Yang, J. (2015). Revisiting the blended learning literature: using a complex adaptive systems framework. Journal of Educational Technology & Society, 18(2): 380-393
World Health Organization. (2021, February 20). Coronavirus disease (COVID-19) outbreak situation, retrieved from https://www.who.int/emergencies/diseases/novel-coronavirus-2019.
Watson, E. (2020). Education: The potential impact of social media and hashtag ideology on the classroom. Research in Social Sciences and Technology, 5(2), 40-56. doi.org/10.46303/ressat.05.02.3
Yang, Y. (2012). Blended learning for college students with English reading difficulties. Computer Assisted Language Learning, 25(5), 393-410. Doi:https://doi.org/10.1080/09588221.2011.597767
How to Cite
Copyright (c) 2021 International Journal of Language Teaching and Education
This work is licensed under a Creative Commons Attribution 4.0 International License.
The Authors submitting a manuscript do so on the understanding that if accepted for publication, copyright of the article shall be assigned to International Journal of Language Teaching and Education (IJoLTe) and Magister Program of English Education Department, Universitas Jambi as publisher of the journal. Copyright encompasses rights to reproduce and deliver the article in all form and media, including reprints, photographs, microfilms, and any other similar reproductions, as well as translations.
IJoLTe keep the rights to articles that have been published. And, the authors are permitted to disseminate published article by sharing the link of IJoLTe' website. Authors are allowed to use their works for any purposes deemed necessary without written permission from IJoLTe with an acknowledgement of initial publication in this journal.
IJoLTe and Magister Program of English Education Department, Universitas Jambi, and the Editors make every effort to ensure that no wrong or misleading data, opinions or statements be published in the journal. In any way, the contents of the articles and advertisements published in IJoLTe are the sole and responsibility of their respective authors and advertisers.
If the article was jointly prepared by more than one author, any authors who submitting the manuscript warrants that he/she has been authorized by all co-authors to be agreed on this copyright and license notice (agreement) on their behalf, and agrees to inform his/her co-authors of the terms of this policy. IJoLTe will not be held liable for anything that may arise due to the author(s) internal dispute. IJoLTe will only communicate with the corresponding author.
By submitting the article/manuscript to this journal, the authors agree with this policy and consciously agree that IJoLTe does not provide royalties or other fees to the authors for their published articles. By agreeing this policy, IJoLTe ensures that published articles are publicly accessible and will be free of charge for the readers. No specific document sign-off is required.
Users of this website will be licensed to use materials from this website following the Creative Commons Attribution 4.0 International License. Please use the materials accordingly
You are free to:
- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.