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Elementary Stage Teachers’ Towards Implementation of Blended Learning in Language Teaching and Challenges |
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PP: 1367-1377 |
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doi:10.18576/jsap/130418
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Author(s) |
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I. Aburub,
A. Al-Qerem,
Mohammad. Al-Qerem,
I. Jebreen,
A. Nabot,
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Abstract |
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| This study aims to investigate the attitudes of lower primary teachers toward blended learning in language teaching. For this study, we collected data from a random sample of 257 Palestinian teachers. Descriptive research was used to compose the questionnaire questions. The questionnaires were comprised of 39 questions divided into two sections: The Challenges of Blended Learning, and Teachers’ Attitudes. The findings of the study highlighted several challenges preventing primary Arabic teachers from implementing blended learning. The challenges were divided into four categories: technical, educational, cultural, and workload. The findings also recorded average attitudes toward implementing blended learning in language teaching. The response rate of the first section, The Challenges of Blended Learning, was 66.6% on average. As for section two, teachers’ attitudes toward blended learning, an average response rate of 67.4% was recorded regarding implementing blended learning. The study results suggest providing training for Arabic teachers on implementing blended learning in the classroom, integrating technology in schools to facilitate transitioning to online and blended learning, evolving the educational environment, and incorporating interactive technology to effectively implement blended learning.
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