Combining the Best of Online and Face-to-Face Learning: Hybrid and Blended Learning Approach for Teaching English as a Foreign Language the Higher Institution of Administrative Services English Language Department
Abeer Thunayan Al Aradah
Abstract: It is vital to comprehend blended learning, also referred to as hybrid learning, because it is a format now
applied more frequently than ever in virtual classrooms, whether teachers are working as freelance online teachers
or teaching English online with established tutoring companies. The technological developments have allowed for
blended learning and teaching processes in education institutions among learners successfully. Teaching the
English language needs the right processes that would enable learners to effectively capture specific concepts and
ideas in English. This work explores the importance of hybrid teaching methods among English learners by
analyzing blended and hybrid learning and teaching processes. Hybrid coaching approaches are seen as blended
teaching that combines online experiences and one-on-one interaction during the education processes. Over the
years, various foreign language programs have been designed via online classrooms due to the dependence of
online support and educator preparation through substantial studies. Thus, hybrid learning approaches need
proper research and planning to be useful and effective for learners, particularly in learning English. They entail
the development processes of connected communication skills via the support and preparations of educators based
on literature studies. The teaching of the English language among learners is based on language program
directors, literature studies, and professional development in particular contexts as provided. The study examines
the processes and significance of hybrid teaching and learning approaches that allow professional development in
teaching and learning English language among learners. The objective of this work is to motivate foreign language
educators at schools to implement hybrid learning and teaching approaches in their classes to improve student
involvement with English as a foreign language and offer more prospects to practice English outside the
classrooms. I started by describing blended or hybrid learning and some of its strengths, differentiating this mixed
approach from the flipped classrooms.
Keywords: blended learning, virtual classrooms, blended teaching, hybrid learning, learning English.
Safeya Habeeb Merza
Public Authority for Applied Education and Training
The Higher Institute for Administrative Services English Department
Abstract: Interest in promoting quality English language teaching in foreign countries has been a long-standing
government priority. English is considered the most important universal language in education and professional
work. However, English teaching is focused on professional teaching and language skills without much emphasis
on aspects of English as a culture and not merely a language. The relation between exposure to English-speaking
cultures, mainly western, and EFL’s competencies is a topic in EFL academic research that requires more
investigation, especially in the context of non-native speakers in Arab countries. In education, the present
advancements in the technology field have resulted in renewed interests to blend conventional teaching and
learning approaches with technologies that improve teaching and learning of language. This research aims to
examine the works regarding blended education challenges as a technology-improved pedagogical instrument that
combines face-to-face and e-learning instructional tasks to develop English skills, including its applications in
coaching English as a new language. Besides, this work explores how blended learning enables students to become
engaged and autonomous in knowledge development instead of acting as a passive observers. It is anticipated that
the article shall contribute to improving the knowledge body which exists in the blending learning area, mainly as
it applies to the experience acquisition issues in EFL. It can be argued that blended learning applications can
support EFL learning and maximize opportunities for EFL students to study English at their convenience freely.
Some challenges should be resolved or addressed, such as ensuring that the designs of blended learning methods
put into consideration learning approaches of learners and the workload needed to be effective, the library
facilities can deliver this kind of method, and e-learning materials are suitably supportive, and learners can easily
access them
Abstract: The development of technology has helped a lot in teaching and learning English. Technology can be a
tool to help the teacher of English facilitate language learning. There are many aspects of using technology in
teaching but, Blended Learning (BL) approach has become a matter of interest to language teachers all over the
world. Blended Learning combines the traditional face-to-face teaching and online teaching. It rests on the
strengths of both teaching approaches. This study provides a comprehensive review of relevant literature on the
use of Blended Learning in teaching and learning English. Moreover, it focuses on the use of technology in general
and specifically on Blended Learning approach, its models, tools and advantages. The literature highlighted great
benefits of Blended Learning on learning and teaching in general and specifically on English learning and
teaching
What is blended learning? Hear from the experts at Reading Horizons and learn how blended learning is permanently changing the structure of education. Visit www.readinghorizons.com or follow Reading Horizons on social media to learn more about blended learning.
This project aims to help students to improve their writing skill through the use of the internet. EFL teachers will be able to use this project guidelines in order to get the best they can from their students.
Safeya Habeeb Merza
Public Authority for Applied Education and Training
The Higher Institute for Administrative Services English Department
Abstract: Interest in promoting quality English language teaching in foreign countries has been a long-standing
government priority. English is considered the most important universal language in education and professional
work. However, English teaching is focused on professional teaching and language skills without much emphasis
on aspects of English as a culture and not merely a language. The relation between exposure to English-speaking
cultures, mainly western, and EFL’s competencies is a topic in EFL academic research that requires more
investigation, especially in the context of non-native speakers in Arab countries. In education, the present
advancements in the technology field have resulted in renewed interests to blend conventional teaching and
learning approaches with technologies that improve teaching and learning of language. This research aims to
examine the works regarding blended education challenges as a technology-improved pedagogical instrument that
combines face-to-face and e-learning instructional tasks to develop English skills, including its applications in
coaching English as a new language. Besides, this work explores how blended learning enables students to become
engaged and autonomous in knowledge development instead of acting as a passive observers. It is anticipated that
the article shall contribute to improving the knowledge body which exists in the blending learning area, mainly as
it applies to the experience acquisition issues in EFL. It can be argued that blended learning applications can
support EFL learning and maximize opportunities for EFL students to study English at their convenience freely.
Some challenges should be resolved or addressed, such as ensuring that the designs of blended learning methods
put into consideration learning approaches of learners and the workload needed to be effective, the library
facilities can deliver this kind of method, and e-learning materials are suitably supportive, and learners can easily
access them
Abstract: The development of technology has helped a lot in teaching and learning English. Technology can be a
tool to help the teacher of English facilitate language learning. There are many aspects of using technology in
teaching but, Blended Learning (BL) approach has become a matter of interest to language teachers all over the
world. Blended Learning combines the traditional face-to-face teaching and online teaching. It rests on the
strengths of both teaching approaches. This study provides a comprehensive review of relevant literature on the
use of Blended Learning in teaching and learning English. Moreover, it focuses on the use of technology in general
and specifically on Blended Learning approach, its models, tools and advantages. The literature highlighted great
benefits of Blended Learning on learning and teaching in general and specifically on English learning and
teaching
What is blended learning? Hear from the experts at Reading Horizons and learn how blended learning is permanently changing the structure of education. Visit www.readinghorizons.com or follow Reading Horizons on social media to learn more about blended learning.
This project aims to help students to improve their writing skill through the use of the internet. EFL teachers will be able to use this project guidelines in order to get the best they can from their students.
Garrison, Anderson, and Archer’s community of inquiry (CoI) pedagogical framework for online distance learning is receiving greater attention as the COVID-19 takes place. Primary research concerns the researcher with English as a second language (ESL) instruction and acquisition English as a foreign language (EFL). More specifically, the study looked at 27 EFLrelated articles from 133 published between 2011 and 2021 in respected journals that used the framework to teach languages. This study focused on the theoretical and practical applications of the framework in the field of foreign language distance teaching and learning that incorporates the use of information and communication of technology (ICT). It was concluded from the study’s findings that implementing the framework in secondary schools had little impact. Research suggests that the framework can be used in teaching English as foreign language (TEFL) and it is associated with improved language proficiency. Teachers must adapt to the distant learning pedagogical framework and its supporting technology, according to this study. The paper also advocates for further research into how the framework may be applied in secondary school.
Students’ perceptions and experiences towards the educational value of online...James Cook University
Hajhashemi, K., Caltabiano, N., & Anderson, N. (2016). Students’ perceptions and experiences towards the educational value of online videos. Australian Educational Computing, 31(2), 1-17.
ENHANCING ENGLISH WRITING SKILLS THROUGH INTERNET-PLUS TOOLS IN THE PERSPECTI...ijfcstjournal
This investigation delves into incorporating a hybridized memetic strategy within the framework of English
composition pedagogy, leveraging Internet Plus resources. The study aims to provide an in-depth analysis
of how this method influences students’ writing competence, their perceptions of writing, and their
enthusiasm for English acquisition. Employing an explanatory research design that combines qualitative
and quantitative methods, the study collects data through surveys, interviews, and observations of students’
writing performance before and after the intervention. Findings demonstrate a beneficial impact of
integrating the memetic approach alongside Internet Plus tools on the writing aptitude of English as a
Foreign Language (EFL) learners. Students reported increased engagement with writing, attributing it to
the use of Internet plus tools. They also expressed that the memetic approach facilitated a deeper
understanding of cultural and social contexts in writing. Furthermore, the findings highlight a significant
improvement in students’ writing skills following the intervention. This study provides significant insights
into the practical implementation of the memetic approach within English writing education, highlighting
the beneficial contribution of Internet Plus tools in enriching students' learning journeys.
REVISITING INNOVATIONS IN ELT THROUGH ONLINE CLASSES: AN EVALUATION OF THE AP...Mohammad Mosiur Rahman
The ubiquity with regard to technology and availability of social media offered an unorthodox avenue to impart education. Concerning language teaching and learning, the meticulous use of such online platforms has been overtly observed. They become didactic concerning the issue that typical classrooms often exert gaps in terms of students’ learning. 10 Minute School, a platform to infuse language teaching and learning through Facebook live classes, undertakes the responsibility to bridge the gaps yielded from traditional English language classroom in an EFL context. The aim of the current study was to carry out a subtle analysis concerning the design of this online learning program in relation to Cognitive Load Theory (CLT) and its implication to e-learning. The study adopted the deductive method of content analysis. The themes have been shaped based on the teaching contents of 10 Minute School. The findings suggested that the approach undertaken by 10 Minute School for its online teaching and learning was instrumental to students’ quick learning.
Manal Hasan Hasan Ebrahim Alkandari
Public Authority for Applied Education and Training
The Higher Institute for Administrative Services English Department
Abstract: In many learning places, online learning has become the new normal with the major aim of averting the
Covid-19 pandemic effects. Besides, the e-learning benefits can help mitigate the effects of conventionalism and
deferment in education institutions and foster the development of student's critical thinking skills as would be
anticipated in traditional residential practices if exploited effectively. Even though research myriads have proved
that it is a student-and-action-based model that has the potential to accomplish optimal education and learning
outcomes when applied successfully, online learning more often than not has been criticized for being unable to
engage learners amply. Understandably, in residential systems, teaching learners to develop critical thinking skills
has been challenging because it needs the physical presence of students and faculty to participate in the analyses
and syntheses of complex concepts for applications, clarity and better assimilations. To successfully apply the same
in an e-learning setting will need augmented knowledge in the subject matters as well as knowledge in the elearning dynamics, including applications of germane instructional strategies, contexts and influential theories.
Keywords: online learning, Covid-19 pandemic effects, e-learning benefits, education institutions.
The Role of Computer Assisted Instruction (CAI) on Students’ Language Profici...InternationalPublica
The purpose of the study is to find out the role of Computer Assisted Instruction (CAI) on
students’ language proficiency. This study used an experimental design whereby two groups of
students underwent into two different teaching methods: The controlled group who was taught
using traditional method of teaching and the experimental group who was taught with the
integration of CAI. Research evidenced indicates that the students taught using CAI had higher
increase in their language proficiency compared to the other group. CAI is an innovative approach
to the teaching learning process. Thus, the study assumes its significance and relevance in the
present context.
The Advantages ofUsilng Technology inSecond Lanlguage E.docxmehek4
The Advantages of
Usilng Technology 'in
Second Lanlguage Educat'ion
Techwnology lntegrat'lon 'in Foreilgn ILanguage
to a Cownstructmovist Learn'lng Approach
BY Li WANG
UNIVERSITY OF CENTRAL FLORIDA
38 T.H.E. Journal I www.thejournal.com I May 2005
ith the advent of networked comrputers and lnte:rnet technology,
computer-based instruction has been widely used in language class-
rooms throughout the United States. Computer technologies have
dramatically changed the way people gather information, conduct research
and communicate with others worldwide. Considering the tremendous startupyV
expenses, copyright issues, objectionable materials and other potential dis-
advantages of technology, much research has been conducted regarding: the
effectiveness of, and better strategies for, technology integration.Taking the
characteristics of language learning into account, 'this article helps answer two
important questions: Do we need technology in language classrooms? And
what kinds of services do comp:uter technologies provide for :these classroomrs?
Background Studies
Web-based writing instruction has proved to be an impor-
tant factor in enhancing the writing quality of low-ability
English as a foreign language (EFL) students. In a study
designed to examine the effectiveness of Web-based instruction
in the writing of freshman EFL students, Al-Jarf (2004) found
that the use of Web-based lessons as a supplement to tradi-
tional in-class writing instruction was significantly more effec-
tive than teaching which depended on the textbook alone. The
experimental group of students received online instruction in
which they posted their own threads, short paragraphs, stories
and poems on a discussion board. They also located informa-
tion from the Internet, as well as wrote paragraphs and checked
their own spelling using Microsoft Word.
In another study, Hertel (2003) describes an intercultural
e-mail exchange at the college level where U.S. students in a
beginning Spanish class and Mexican students in an interme-
diate English as a Second Language class corresponded weekly
for one semester. Survey results revealed this student-cen-
tered endeavor had the potential to
change cultural attitudes, increase _
knowledge and awareness of other The best
cultures, foster language acquisition, al anguag
as well as boost student interest and active, aur
motivation in language and cultural ronmenti
studies.
Bernhardt, Rivera and Kamil technoloe
conducted a study in 2004 to exam- interet
ine the practicality and efficiency ful tools 1
of Web-based placement testing for these apj
college-level language programs.
Qualitative analysis of the data indi- langiJag
cated that students, administrators
:wi
re
ith
' 1
and instructors benefited from the online placement tests. For
students, accessing a placement test at their convenience with-
out making an extra summer trip to campus was seen as an
incredible time-saver. At the same time, havin ...
Differentiated Learning Exemplars for
Students’ Academic Achievement in English
Grade 9
This research evaluated and assessed the learning competency level of the respondents in English and the
different determinants that hinder their learning capability in English. It utilized descriptive survey method
during the conduct of the study. To determine the subjects of the study, universal sampling techniques was
utilized. In addition, respondents’ socio economic status and learning preferences were also investigated. To
answer the socio economic status, a tool was used that was adopted from the Bureau of Census and National
Statistics quoted from the study of Pansit (2018) on “Enhanced MTB Strategic Intervention Materials for
Reading” is used with a statistical treatment on simple percentage. It was found out that education level of
respondents’ parents is in Elementary level with a percentage 63.16% which means that parents could not provide
an appropriate academic information to their children .Meanwhile, in determining, learning styles of the
respondents, adopted questionnaire from the study of Ocampo (2018) on Pedagogical Exemplars in Mathematics
Across Learning Styles utilizing weighted mean. It found out, that the highest ranked of learners’ learning style is
visual which has a weighted mean of 2.36. This is a great manifestation that learners learned best if lessons were
presented interestingly and visually given. Visuals that are chunked into bit of ideas for easier understanding.
Hence this increases student's interest in the subject matter. Meanwhile, it was revealed that, the over-all learning
competency level of the respondents, is in below average. This implies that more exposure of exercises must be
done for the learners to gain mastery of these learning competencies. Therefore, it is encouraged to craft
differentiated learning exemplars fitted to their learning styles and engage them on the different exercises for the
improvement of their academic performance.
Keywords: English Language, Assessment of Learning Styles, English Competencies, Academic Achievement,
Differentiated Learning Exemplars, Visual Learners, Kinesthetic Learners, Auditory Learners.
Aurelio, Anna Clarisse,
2Cabale, Ma. Fatima Rica, 3Dimla, Kyla Terese,
4 Jamoralin, Mario Luis
1, 2, 3 Research Scholar, 4 Adviser
DE LA SALLE UNIVERSITY- DASMARIÑAS
College of Tourism and Hospitality Management
Hospitality Management Department
Abstract: Agritourism is composed of different structures such as farm, recreational facilities, educational
purposes, and farm-based products that gives opportunity for the farm to market and increase the economic state
of Agri farm tourism industry that allows them to execute knowledge to younger generations. The perception of
300 college students of Junior Tourism and Hospitality Management Association of the Philippines (JTHMAP) has
a significant role, and it can help the farms in Cavite to establish solutions and ways to improve this sector in
tourism industry. It raises awareness to the college students on how significant the agritourism is in our economy,
their interest as well. To establish the perception, awareness, and engagement of the college students the
researcher utilizes survey questionnaires in identifying their level of understanding to formulate a cohesive
recommendations and suggestions. The result of the study suggests that the demographic profile of the respondents
has a significant difference in awareness towards agritourism wherein ages 20 and above, first year college
students and most of the students who are single have a ninety-six-point-seven percent (96.7%) cumulative value
which means are aware of agritourism; respondents perceive regarding Farm Resort, Products, Tourism,
Educational purposes, Recreation, Economical state and Sources of information results to Strongly agree and
concluded that there is a significant difference. Succeeding research studies including the branches of agritourism,
advertising it in the market as well as study about farmers should be created to raise attention, solution, and
awareness to the existing problems in agricultural industry
More Related Content
Similar to Combining the Best of Online and Face-to-Face Learning: Hybrid and Blended Learning Approach for Teaching English as a Foreign Language the Higher Institution of Administrative Services English Language Department
Garrison, Anderson, and Archer’s community of inquiry (CoI) pedagogical framework for online distance learning is receiving greater attention as the COVID-19 takes place. Primary research concerns the researcher with English as a second language (ESL) instruction and acquisition English as a foreign language (EFL). More specifically, the study looked at 27 EFLrelated articles from 133 published between 2011 and 2021 in respected journals that used the framework to teach languages. This study focused on the theoretical and practical applications of the framework in the field of foreign language distance teaching and learning that incorporates the use of information and communication of technology (ICT). It was concluded from the study’s findings that implementing the framework in secondary schools had little impact. Research suggests that the framework can be used in teaching English as foreign language (TEFL) and it is associated with improved language proficiency. Teachers must adapt to the distant learning pedagogical framework and its supporting technology, according to this study. The paper also advocates for further research into how the framework may be applied in secondary school.
Students’ perceptions and experiences towards the educational value of online...James Cook University
Hajhashemi, K., Caltabiano, N., & Anderson, N. (2016). Students’ perceptions and experiences towards the educational value of online videos. Australian Educational Computing, 31(2), 1-17.
ENHANCING ENGLISH WRITING SKILLS THROUGH INTERNET-PLUS TOOLS IN THE PERSPECTI...ijfcstjournal
This investigation delves into incorporating a hybridized memetic strategy within the framework of English
composition pedagogy, leveraging Internet Plus resources. The study aims to provide an in-depth analysis
of how this method influences students’ writing competence, their perceptions of writing, and their
enthusiasm for English acquisition. Employing an explanatory research design that combines qualitative
and quantitative methods, the study collects data through surveys, interviews, and observations of students’
writing performance before and after the intervention. Findings demonstrate a beneficial impact of
integrating the memetic approach alongside Internet Plus tools on the writing aptitude of English as a
Foreign Language (EFL) learners. Students reported increased engagement with writing, attributing it to
the use of Internet plus tools. They also expressed that the memetic approach facilitated a deeper
understanding of cultural and social contexts in writing. Furthermore, the findings highlight a significant
improvement in students’ writing skills following the intervention. This study provides significant insights
into the practical implementation of the memetic approach within English writing education, highlighting
the beneficial contribution of Internet Plus tools in enriching students' learning journeys.
REVISITING INNOVATIONS IN ELT THROUGH ONLINE CLASSES: AN EVALUATION OF THE AP...Mohammad Mosiur Rahman
The ubiquity with regard to technology and availability of social media offered an unorthodox avenue to impart education. Concerning language teaching and learning, the meticulous use of such online platforms has been overtly observed. They become didactic concerning the issue that typical classrooms often exert gaps in terms of students’ learning. 10 Minute School, a platform to infuse language teaching and learning through Facebook live classes, undertakes the responsibility to bridge the gaps yielded from traditional English language classroom in an EFL context. The aim of the current study was to carry out a subtle analysis concerning the design of this online learning program in relation to Cognitive Load Theory (CLT) and its implication to e-learning. The study adopted the deductive method of content analysis. The themes have been shaped based on the teaching contents of 10 Minute School. The findings suggested that the approach undertaken by 10 Minute School for its online teaching and learning was instrumental to students’ quick learning.
Manal Hasan Hasan Ebrahim Alkandari
Public Authority for Applied Education and Training
The Higher Institute for Administrative Services English Department
Abstract: In many learning places, online learning has become the new normal with the major aim of averting the
Covid-19 pandemic effects. Besides, the e-learning benefits can help mitigate the effects of conventionalism and
deferment in education institutions and foster the development of student's critical thinking skills as would be
anticipated in traditional residential practices if exploited effectively. Even though research myriads have proved
that it is a student-and-action-based model that has the potential to accomplish optimal education and learning
outcomes when applied successfully, online learning more often than not has been criticized for being unable to
engage learners amply. Understandably, in residential systems, teaching learners to develop critical thinking skills
has been challenging because it needs the physical presence of students and faculty to participate in the analyses
and syntheses of complex concepts for applications, clarity and better assimilations. To successfully apply the same
in an e-learning setting will need augmented knowledge in the subject matters as well as knowledge in the elearning dynamics, including applications of germane instructional strategies, contexts and influential theories.
Keywords: online learning, Covid-19 pandemic effects, e-learning benefits, education institutions.
The Role of Computer Assisted Instruction (CAI) on Students’ Language Profici...InternationalPublica
The purpose of the study is to find out the role of Computer Assisted Instruction (CAI) on
students’ language proficiency. This study used an experimental design whereby two groups of
students underwent into two different teaching methods: The controlled group who was taught
using traditional method of teaching and the experimental group who was taught with the
integration of CAI. Research evidenced indicates that the students taught using CAI had higher
increase in their language proficiency compared to the other group. CAI is an innovative approach
to the teaching learning process. Thus, the study assumes its significance and relevance in the
present context.
The Advantages ofUsilng Technology inSecond Lanlguage E.docxmehek4
The Advantages of
Usilng Technology 'in
Second Lanlguage Educat'ion
Techwnology lntegrat'lon 'in Foreilgn ILanguage
to a Cownstructmovist Learn'lng Approach
BY Li WANG
UNIVERSITY OF CENTRAL FLORIDA
38 T.H.E. Journal I www.thejournal.com I May 2005
ith the advent of networked comrputers and lnte:rnet technology,
computer-based instruction has been widely used in language class-
rooms throughout the United States. Computer technologies have
dramatically changed the way people gather information, conduct research
and communicate with others worldwide. Considering the tremendous startupyV
expenses, copyright issues, objectionable materials and other potential dis-
advantages of technology, much research has been conducted regarding: the
effectiveness of, and better strategies for, technology integration.Taking the
characteristics of language learning into account, 'this article helps answer two
important questions: Do we need technology in language classrooms? And
what kinds of services do comp:uter technologies provide for :these classroomrs?
Background Studies
Web-based writing instruction has proved to be an impor-
tant factor in enhancing the writing quality of low-ability
English as a foreign language (EFL) students. In a study
designed to examine the effectiveness of Web-based instruction
in the writing of freshman EFL students, Al-Jarf (2004) found
that the use of Web-based lessons as a supplement to tradi-
tional in-class writing instruction was significantly more effec-
tive than teaching which depended on the textbook alone. The
experimental group of students received online instruction in
which they posted their own threads, short paragraphs, stories
and poems on a discussion board. They also located informa-
tion from the Internet, as well as wrote paragraphs and checked
their own spelling using Microsoft Word.
In another study, Hertel (2003) describes an intercultural
e-mail exchange at the college level where U.S. students in a
beginning Spanish class and Mexican students in an interme-
diate English as a Second Language class corresponded weekly
for one semester. Survey results revealed this student-cen-
tered endeavor had the potential to
change cultural attitudes, increase _
knowledge and awareness of other The best
cultures, foster language acquisition, al anguag
as well as boost student interest and active, aur
motivation in language and cultural ronmenti
studies.
Bernhardt, Rivera and Kamil technoloe
conducted a study in 2004 to exam- interet
ine the practicality and efficiency ful tools 1
of Web-based placement testing for these apj
college-level language programs.
Qualitative analysis of the data indi- langiJag
cated that students, administrators
:wi
re
ith
' 1
and instructors benefited from the online placement tests. For
students, accessing a placement test at their convenience with-
out making an extra summer trip to campus was seen as an
incredible time-saver. At the same time, havin ...
Similar to Combining the Best of Online and Face-to-Face Learning: Hybrid and Blended Learning Approach for Teaching English as a Foreign Language the Higher Institution of Administrative Services English Language Department (20)
Differentiated Learning Exemplars for
Students’ Academic Achievement in English
Grade 9
This research evaluated and assessed the learning competency level of the respondents in English and the
different determinants that hinder their learning capability in English. It utilized descriptive survey method
during the conduct of the study. To determine the subjects of the study, universal sampling techniques was
utilized. In addition, respondents’ socio economic status and learning preferences were also investigated. To
answer the socio economic status, a tool was used that was adopted from the Bureau of Census and National
Statistics quoted from the study of Pansit (2018) on “Enhanced MTB Strategic Intervention Materials for
Reading” is used with a statistical treatment on simple percentage. It was found out that education level of
respondents’ parents is in Elementary level with a percentage 63.16% which means that parents could not provide
an appropriate academic information to their children .Meanwhile, in determining, learning styles of the
respondents, adopted questionnaire from the study of Ocampo (2018) on Pedagogical Exemplars in Mathematics
Across Learning Styles utilizing weighted mean. It found out, that the highest ranked of learners’ learning style is
visual which has a weighted mean of 2.36. This is a great manifestation that learners learned best if lessons were
presented interestingly and visually given. Visuals that are chunked into bit of ideas for easier understanding.
Hence this increases student's interest in the subject matter. Meanwhile, it was revealed that, the over-all learning
competency level of the respondents, is in below average. This implies that more exposure of exercises must be
done for the learners to gain mastery of these learning competencies. Therefore, it is encouraged to craft
differentiated learning exemplars fitted to their learning styles and engage them on the different exercises for the
improvement of their academic performance.
Keywords: English Language, Assessment of Learning Styles, English Competencies, Academic Achievement,
Differentiated Learning Exemplars, Visual Learners, Kinesthetic Learners, Auditory Learners.
Aurelio, Anna Clarisse,
2Cabale, Ma. Fatima Rica, 3Dimla, Kyla Terese,
4 Jamoralin, Mario Luis
1, 2, 3 Research Scholar, 4 Adviser
DE LA SALLE UNIVERSITY- DASMARIÑAS
College of Tourism and Hospitality Management
Hospitality Management Department
Abstract: Agritourism is composed of different structures such as farm, recreational facilities, educational
purposes, and farm-based products that gives opportunity for the farm to market and increase the economic state
of Agri farm tourism industry that allows them to execute knowledge to younger generations. The perception of
300 college students of Junior Tourism and Hospitality Management Association of the Philippines (JTHMAP) has
a significant role, and it can help the farms in Cavite to establish solutions and ways to improve this sector in
tourism industry. It raises awareness to the college students on how significant the agritourism is in our economy,
their interest as well. To establish the perception, awareness, and engagement of the college students the
researcher utilizes survey questionnaires in identifying their level of understanding to formulate a cohesive
recommendations and suggestions. The result of the study suggests that the demographic profile of the respondents
has a significant difference in awareness towards agritourism wherein ages 20 and above, first year college
students and most of the students who are single have a ninety-six-point-seven percent (96.7%) cumulative value
which means are aware of agritourism; respondents perceive regarding Farm Resort, Products, Tourism,
Educational purposes, Recreation, Economical state and Sources of information results to Strongly agree and
concluded that there is a significant difference. Succeeding research studies including the branches of agritourism,
advertising it in the market as well as study about farmers should be created to raise attention, solution, and
awareness to the existing problems in agricultural industry
Fatemah Nasser Alazemi
Public Authority for Applied Education and Training
English Department
English Language Teacher
Abstract: The whole world is becoming increasingly interconnected by all means. The COVID Pandemic has
affected all people all over the whole world regardless of race, gender, nationality, income, and levels of education.
Education was strongly affected by this health crisis, schools and universities were closed; thus teachers and
students had to abandon their physical classrooms and move to online education. Sustaining the quality of
education has become a challenge during this transitional time, and supportive environment was needed to focus
on learning and teaching.
Keywords: (Pandemic / E-Learning / Outbreak / Lockdown / Challenges / Impact)
Abdelmjeed A. H. Musa1
, Mohammed. A. Elshingeety2
Sudan University of technology and science, Faculty of higher studies, English Department (ELT Program)
Sudan University of Technology and Science Khartoum, Sudan
Abstract: Meaning conveyance is a fundamental goal in language teaching and learning. To accomplish this
essential goal, effective communication should be mastered in EFL classrooms. It is well known that
communication is divided into two forms; verbal communication and non-verbal communication. Non-verbal
communication is considered one of the most effective techniques in meaning conveyance. This study investigates
the effects of non-verbal communication in conveying meaning in EFL classrooms. Conveying meaning in foreign
language classes is a crucial issue because learning a language, whether native or foreign, cannot occur without
effective conveyance of meaning. In teaching English as a foreign language, meaning needs to happen within
levels, activities and functions. One of the most important activities is the presentation of new words and
structures. There are many ways of doing this. Examples of these include providing definitions, explaining the
meaning, giving example, miming, translation, synonyms and antonyms, and contextualization. A questionnaire
for EFL teachers was used as a data gathering tool. Later the responses of the participants were analysed.
Keywords: Nonverbal communication, meaning, English as a Foreign Language (EFL), Body Language facial
expressions.
Cleus B. Reamico
University of Santo Tomas – Legazpi
Graduate School
Rawis, Legazpi City, Philippines
Abstract: One of the special ethical principles that must be practiced in an educational institution is that all
teachers should improve their professional knowledge and skills so that their performance will better serve others.
One application of this ethical standard is awareness of the issues and trends in education, specifically in
educational planning. The issues and trends in educational planning that students are aware of are: lack of gadgets
and internet connection problems under administrative planning; blended learning, personalized learning,
experiential learning, adaptive learning, bite-sized learning, gamification, socio-emotional learning, genius hour,
and STEAM curriculum under academic curriculum or curricular planning; budgetary concerns, lack of facilities,
and teacher shortage under administrative planning; drop-out rates, self-care, self-reliance, and digital citizenship
under instructional planning; social divide, brain drain, socio-economics, and COVID19 adaptation under cocurricular planning. Since seminars do take the lead in the source of information of students, it is only but
important that these topics be given more attention since educational ethics is the heart of the teaching profession.
Keywords: (Education / Ethics / Planning / Issues / Trends / Awareness).
Peter Kiio Manundu1
, Dr. Janet Mulwa2
, Dr. Rose Mwanza
Abstract: This study sought to investigate the influence of delegation of duties as a principal’s motivational practice
on teacher retention in public secondary schools in Kamukunji sub county, Nairobi County, Kenya. The study
objective sought to determine the influence of delegation of duties on teacher retention in public secondary schools
in Kamukunji Sub-County. Descriptive survey research design was used in the study. The target population
consisted of all the 8 secondary schools principals and all the 235 teachers from Kamukunji Sub-county from
which a sample of 7 principals and 67 teachers was selected using census sampling and proportionate stratified
sampling techniques and simple random sampling. Questionnaires were used as data collection tools. Reliability
was tested using the test-retest technique to determine the degree to which test scores were consistent. The data
was analyzed using descriptive statistics. The findings from quantitative data were presented in cross tabulation
tables, pie charts and bar graphs. Qualitative data was analysed qualitatively by organizing data into themes as
per the objectives of the study and the findings were presented in a narrative form. The study found that
delegation of duties had significant influence on teacher retention in public secondary schools in Kamukunji SubCounty, Nairobi County, Kenya. The study observed that all the school principals 100% and 91.0% of the teachers
agreed that delegation of duties provides teachers the ability to learn and develop new skills. This means that
delegation of duties significantly influences teacher retention. The study concluded that delegation of duties allows
teachers to acquire and develop new skills, as well as build trust and increase communication between them. The
study recommends that the administration of the school should make an attempt to allocate responsibility roles to
teachers as early as possible and allow them to gain the requisite experience.
Keywords: Delegation of duties, Teacher retention, Motivational practice.
Sushma
Jawahar Navodaya Vidyalaya, Mankapur, Gonda(U.P,) Pin-271302
Abstract: The COVID-19 disease which first appeared in Wuhan, in the Hubei province of China, in December
2019 was declared a global pandemic by the World Health Organization in March 2020.Within a very short span
of time it lead to an unexperienced worldwide public health crisis. In order to prevent the worldwide spread of the
novel coronavirus disease universities, schools, and many other educational institutions have been either partially
or completely closed in many countries, by national governments. Problem of disengagement, shortage of
attendance and deterioration in academic achievement was experienced by many children and youth during the
pandemic. With the closure of schools and the postponement of face-to-face lessons in many countries due to the
COVID-19 pandemic, the education activities at all levels primary, secondary, high school and higher education
level as well were soon affected. In order to compensate the interrupted educational activities, due to the onset of
the COVID-19 pandemic, it became important for educational institutions to develop and implement effective
strategies in order to remodel the changes that occurred due to pandemic. Shifting towards fully-online learning
was a speedy yet necessary reflex to the coronavirus crisis. Therefore in order to provide effective learningteaching environment increased importance was given to the use of information technologies in education from the
beginning. Countries took quick steps towards digital transformation in education, and focus was given to the use
of distance learning, teaching, and assessment approaches, which was not very common prior to the pandemic.
The present situation is considered as the biggest education crisis in human history.
Keywords: Novel coronavirus, Pandemic, online learning, digital transformation, information technologies.
Ammar Almutawa
PhD Candidate. School of Computer Science, College of Engineering and Physical Sciences, University of Guelph,
Canada
Abstract: Automated feedback systems have been associated with significant improvements in the outcomes for
learners in higher education. The advantages for learners are well reported, but surprisingly few articles have
investigated the advantages of automated feedback for instructors. This article reviews the use of feedback and
automated feedback systems in higher education to assist instructors to self-assess and to privately identify
potential improvements to their instructional practices. This article first describes how feedback is currently
provided in higher education settings and then discusses requirements, technology, and innovations needed to
create automated feedback systems for instructors. The proposed automated feedback system aims to assist
university instructors by providing suggestions and feedback that could help to self-examine their work privately
and immediately.
Keywords: Technologies Applied to Education, Feedback in Higher Education, Post-secondary Instructors,
Automated Feedback Systems, Performance, Evaluation and Assessment.
1
Formarejo Lance Ivan B,
2Omandac Kyle Benson L.,
3Ms. Irma B. Gatdula
Research Scholar 1, 2, Adviser3
Bachelor of Science in Hotel and Restaurant Management
De La Salle University- Dasmarinas College of Tourism and Hospitality Management
Abstract: This Study focuses on the impact of Covid 19 Pandemic on Filipino passenger’s cruise intention. The
purpose of the study is to identify what are the factors affecting the passenger’s intention to cruise in reference to
the health protocols set by CLIA or Cruise Lines International Association. To identify whether these factors vary
depending on the respondents’ demographic profile, a 4-point Likert scale is used in the research questionnaire to
be answered by the target respondents which are Filipino who has cruise experience with the age range of 21 years
old and above. The research questionnaire determines if there are significant difference between the passenger’s
intention to cruise during pandemic and the respondents profile based on its variables. With a total of 97
respondents, the results show the respondent’s demographic profile and determine whether age, gender, marital
status, monthly income, educational attainment and number of cruise experience has significant differences in
passenger’s intention to cruise. The findings also suggest what strategies can be proposed to attract Filipino cruise
ship passengers amidst COVID-19. The study identified that the only demographic profile of respondents that
shows a significant difference in their intention to cruise are people of 21 – 27 years old on onboard procedure,
people who are married and post graduate degrees. The study also identified that health protocols set by cruise
industry like Embarkation & testing, Onboard procedures, Medical & public health response and Shore
excursions has greatly affected the passenger’s intention to cruise.
Keywords: Cruise Ships, Impact of Covid 19 Pandemic, Intention to cruise, Health protocols.
Duaa M. Bani-Irshid1
, Dr. Abdullah M. Bani-Rshaid2
1 Master of Sport Science, Yarmouk University,
2 Associate Professor, Faculty of Arts and Social Sciences, Abu Dhabi
University, UAE
Abstract: The purpose of this study was to identify the effect of s port injuries on the level of confidence and
anxiety among athletes in different games. Participants were (121) athletes (M-81, F-40) were selected randomly
from different sports. Descriptive data was collected through the use of a questionnaire established by the
researcher, which included personal information (age, years of experience, gender and place of living), and a
questionnaire of psychological effect of sport which consisted of (50) items, divided into four subscales.
(Confidence, Anxiety, Physical abilities). The results showed relationship between sport injuries and physical
abilities in reducing or increasing injuries among athletes, also the results showed that self-confidence and anxiety
(trait, state) did not affect in increasing or reducing in percentage of injuries among athletes, meanwhile the results
showed a significant relationship between the effect of sport injuries and (self-confidence, anxiety and physical
abilities) among athletes in different games. A significant difference between male and female in favor of female in
trait anxiety, significant differences between trait anxiety and different sports a significant differences showed
between psychological variables and effect of sport injuries (between different sports, also a significant difference
between sport injuries and physical abilities according to sport variable; between basketball players and tennis
players in favor of basketball, and a significant difference between sport injuries and trait anxiety between football
players and basketball players in favor of basketball.
Abstract: This paper assessed the effect of training and development on employee performance using Bank BIC as
the case study. The study focused on the objectives which sought to assess the effect of training and development
on employee performance at Bank BIC, to determine the training and development practices and purposes at
Bank BIC, and to determine the training and development policy at Bank BIC Namibia. A mixed research method
was used with a sample size of 35 respondents. The study found that the majority (59.09%) of the respondents
agreed that training and development are improving their job performance at the Bank BIC. The majority (50
percent) of the respondents strongly agree that training and development are important for growth at the Bank
BIC. The majority (54.55 percent) of the respondents agree that training and development have improved their
morale. The majority (50 percent) of the respondents on the job training is an efficient tool for learning new skills
and improving current skills. The majority (40.91 percent) of the respondents agree that the training and
development that employees received is relevant to their work. The majority (59.09 percent) of the respondents
indicated that there was no specific training schedule at the Bank BIC. The majority (59.09 percent) of the
respondents indicated that the objective of training and development at the Bank BIC is to improve performance.
The majority (86.36 percent) of the respondents indicated that Bank BIC uses on-the-job training and that the
training and development policy at Bank BIC entails involving all the employees in the training program and
making them aware of the objectives of the training program. The study recommended that Bank BIC's training
and development practices should be reviewed regularly, with an appropriate assessment of the organization's
needs and identification of individuals' skills, knowledge, and educational backgrounds. On the other hand, the
organization creates appropriate training methods for employees based on their abilities and educational
backgrounds. The training and development program should be related to the needs of the employees and should
be matched to the objectives of the organization and the training should be chosen based on a proper need
assessment. This allows the organization to determine whether employees are comfortable with their jobs and
work environments, as well as how they deliver quality service
1Ms Daniella Fernandes,
2Mr Gajanan (Amey) Karmali
Agnel Entrepreneurship Development Institute, Verna Goa
Abstract: The present study was undertaken to examine the Impact of Schemes Designed for Women in Goa on
their Self-Esteem and Psychological Well-Being. The sample consisted of women belonging from the age group 18-
40 years and above. These women belonged to the various talukas of Goa. The sample comprised of 1050 women.
The tools used in this study included Rosenberg Self-Esteem Scale developed by Morris Rosenberg and the Ryffs
Psychological Well-Being Scale developed by Carol Ryff. Data was analysed by incorporating the t-test and
ANOVA. The results have shown that women who have availed schemes have shown higher level of self-esteem.
Women who have not faced difficulties in applying for schemes have shown higher psychological well-being and
self-esteem. The studies also revealed that women who have received skill training, have their own business and
are employed in an organization show better psychological well-being and self-esteem in comparison to
housewives. Women who are employed show higher level of self-esteem and psychological well-being compared to
women who are unemployed
A comparative study between the new and old
university laws in Saudi Arabia
Saud G Albeshir
King Saud University, Riyadh, Saudi Arabia
Abstract: The Saudi government is making significant efforts to update laws and regulations related to education to
keep pace with the rapid changes in today's world. One of the most critical recent laws related to the higher
education sector in the country is the replacement of the law of the Higher Education and Universities Council
System (HEUC)issued in 1993 with the Law of Universities (LU) of 2019. The current comparative study aimed to
define the essential similarities and differences between the two laws when related to public universities in Saudi
Arabia. One of the most notable similarities between the HEUC and LU is that the government still has significant
influence within the Universities Affairs Council, which is responsible for supervising universities. Likewise, the
government has a significant impact on public universities where the government appoints leaders of trustees,
university presidents, and some leadership positions in universities. On the other hand, there are meaningful
dissimilarities in legal articles between the HEUC and the LU, notably the difference in organizational and
administrative structures within public universities. The LU also provided more freedom to government
universities to diversify sources of income and financial independence from the government money.
Dr. Amieyeofori Valentine Felix, PhD
ENERGYHUBNG.COM, 2022
Abstract: Public debts if secured and managed sustainably have been shown to boost economic growth and
development, especially for developing economies. Unfortunately, Nigeria’s increasing debt profile, has not been
managed efficiently and transparently to produce the desired economic benefits, but rather, as noted in this paper,
the country may be treading towards the threshold of debt unsustainability at debt to GDP ratio of 40%. The
country uses more than 90% of its revenue to service its debts, which, the paper noted has pushed the country into
debt distress, macroeconomic challenges- financial and currency crises, high unemployment, and extreme poverty
of nearly 50% of the total population. The paper thus proffered strategic policy recommendations, such as
reducing cost of government, switching to interest free debt instruments, and asset-linked securitization; removal
of fuel subsidies, and finally ensure transparent and ensuring public, parliamentary and creditors’ scrutiny of the
public debts.
International Journal of Social Science and Humanities Research ISSN 2348-3164 (online)
Vol. 10, Issue 1, pp: (233-253), Month: January - March 2022, Available at: www.researchpublish.com
Maribel L. Alegarbes1
Master Teacher, Carcar Central National High School, Carcar City Division, Philippines
maribel.alegarbes@deped.gov.ph
Abstract: This research aimed to determine the teachers’ level of knowledge and attitude, stressors and coping
mechanisms in handling learners with learning difficulties at Carcar City Division, Carcar City, Cebu for the
school year 2019 - 2020. The twenty (20) respondents were selected using universal sampling technique. Survey
and interview questionnaires were utilized to obtain the desired results of the study. Weighted mean, percentage,
Chi – square Test of Independence, Pearson r and Colaizzi’s Method of Analysis were used in analyzing the data.
Findings revealed that the teachers are moderately knowledgeable in handling learners with learning difficulties
mainstreamed in an inclusive classroom setting. Moreover, teachers in Carcar City Division strongly support the
integration of learners with learning difficulties in an inclusive classroom setting as shown in their positive attitude
in handling these types of learners. Additionally, the teachers considered high extent of usefulness in utilizing
various cognitive, social, emotional, physical and spiritual coping mechanisms to combat stressors while handling
learners with learning difficulties. There is a positive significant correlation between teacher’s level of knowledge,
attitude and usage of coping mechanisms to their years of experience and highest educational attainment.
Knowledge is also positively correlated to their level of attitude and usage of coping mechanisms. The stressors
encountered by the teachers in handling learners with learning difficulties in an inclusive classroom are
administrative concerns and support, parental issues and behavioral issues of learners with learning difficulties
integrated with the regular students. Hence, the teachers of Carcar City Division handling learners with learning
difficulties have observed a range of stressors that could have a tremendous effect to the teaching effectiveness.
Abstract: This article attempts to analyze the psychic wounds of the protagonists in Chitra Banerjee Divakaruni’s
The Unknown Errors of Our Lives. It also focuses on the diasporic conflicts encountered by them and traces the
stereotypic pattern of pressure, trauma and relief in a few short stories in this anthology. Divakaruni’s emotional
rendering is very powerful and it helps us to understand the stressful moments the characters come across
throughout their lives.
Allan C. Campugan Jr., Patrick M. Salinas
Abstract: This study focused on determining the effectiveness of Modular and Recorded Video Lessons in teaching
the subject Music, Arts, Physical Education and Health (MAPEH) and on identifying area of concerns based on
findings. The modular and recorded video lessons presented to the respondents during class were designed by
subject experts in Department of Education Carcar City Division. A quasi experimental method was used and a
book-based pre-post-test was utilized as the main instrument in in determining if there was an increase in
students’ performance after the delivery of the lessons in the second quarter. There were 50 students who
participated in the study, a total of 25 students were exposed to modular lessons and another 25 students, to
recorded video lessons. Results indicate that the performance level of the students from the modular group and
experimental group increased significantly after the delivery of lessons however, there was no significant difference
of performances between the control and experimental group in the post-test results. Hence, it can be concluded
that the performance of both groups are comparable. The given results have been confirmed with a subjective
assessment of students’ regard for learning with the use of the learning modalities. The findings of the study are
recommended for consideration in the school’s effort for continual improvement in the delivery of quality
education to students.
Cabigon, John Vincent Z., 2
Esquejo, Paulo Gabriel W., 3Reyes, Brevin C.,
4Mr. Buenviaje, Jefferson
Abstract: One of the most pressing challenges in 21st-century human resource management across all industries
was workplace bullying and its effects on workers and businesses. Workplace bullying has received growing
attention locally and internationally in recent years as a difficult business and management problem. Working on
a cruise ship is no exception to this human resource problem. Workplace violence, age discrimination, ethnic
discrimination, and bullying are all examples of inappropriate aggression directed at workers
Keywords: Bullying, workplace, cruise, Filipino, Workplace Bullying, Cruise Staff.
1. INTRODUCTION
Background of the Study
The staff from cruise lines and the cruise ship employment are frequently depicted as either "perfect workers in a dream
job" or "exploited workers on sweatshops. Cruise line companies and agencies typically emphasize the economic and
non- economic benefits of working aboard a cruse ship in order to attract potential workers. These popular portrayals, on
the other hand, tend to gloss over the work's social and economic complexities, as well as the wide range subjective
experiences amongst cruise seafarers. (Llanco, 2017)
One of the most pressing challenges in 21st-century human resource management across all industries was workplace
bullying and its effects on workers and businesses. Workplace bullying has received growing attention locally and
internationally in recent years as a difficult business and management problem. Working on a cruise ship is no exception
to this human resource problem. Workplace violence, age discrimination, ethnic discrimination, and bullying are all
examples of inappropriate aggression directed at workers
COMPARATIVE STUDY ON THE
DIFFERENCE BETWEEN TRADITIONAL
LIGHTING FESTIVALS BETWEEN CHINA
AND MYANMAR
Phyo Su Kyi
Hunan Normal University
Comparative Literature and Cross-Cultural Studies, Changsha, China
Abstract: Every country possesses its cultural festivals. These festivals derived aboriginals' customs and
perceptions. We can find some studies on how people spend their holidays is a vital part of understanding the
national characteristic of a society. In this study, we decided to conduct a comparative study between China and
Myanmar because these two Asian countries have different customs and cultures. On this background of cultural
differences, the paper is going to study the lighting festival of each country, and describe the differences in their
celebration of the festival. The expected outcome of this study is to understand the different national
characteristics, societal norms, and values by means of inference.
Alicia Wong1
, Wan Chien Han1
, Elsie Low1
,Chai Xiang Goh1
, Siew Li Ng1
,
Lee Kuan Kwan1
1Alpro Academy, Lot 45880, Jalan Techvalley 3/2, Sendayan Techvally, 71950 Bandar Sri Sendayan, Negeri Sembilan,
Malaysia.
Abstract: Glycemic index (GI) describes the blood glucose response after consumption of a carbohydrate
containing test food relative to a carbohydrate containing reference food, typically glucose or white bread. GI was
originally designed for people with diabetes as a guide to food selection, and advice being given to select foods with
a low GI. Nonetheless low GI food should not be limited to diabetes patients but healthy individuals too as more
recent recommendations on the potential of low GI diets to reduce the risk of chronic diseases and to treat other
metabolic syndromes. This study aims to evaluate the GI of 2 oral nutritional supplements, Metabolic Recovery
and Metabolic Relievve in healthy adults. Fasted subjects consumed one of the 2 oral nutritional supplements at
each visit, with a two day wash out period between visits. Every subject received both oral nutritional supplements
and blood glucose at 0, 15, 30, 45, 60, 90 and 120 mins were measured after the consumption of oral nutritional
supplements which all containing 50g carbohydrates per serving. The trapezium method was used to compute the
area under the curve for blood glucose and GI of both oral nutritional supplements were determined with
reference to glucolin. The results show that both oral nutritional supplements has low GI, with Metabolic Recovery
having the GI of 46.7 ± 16.4 and Metabolic Relievve with GI of 45.2 ± 16.4. Therefore, both Metabolic Recovery
and Metabolic Relievve can be the preferred option for nutritional management of diabetic patients and healthy
individuals in need of nutritional support.
Keywords: Oral nutritional supplements, glycemic index, blood sugar level, diabetes, meal replacement.
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Combining the Best of Online and Face-to-Face Learning: Hybrid and Blended Learning Approach for Teaching English as a Foreign Language the Higher Institution of Administrative Services English Language Department
1. ISSN 2348-3156 (Print)
International Journal of Social Science and Humanities Research ISSN 2348-3164 (online)
Vol. 10, Issue 1, pp: (327-333), Month: January - March 2022, Available at: www.researchpublish.com
Page | 327
Research Publish Journals
Combining the Best of Online and Face-to-Face
Learning: Hybrid and Blended Learning
Approach for Teaching English as a Foreign
Language the Higher Institution of
Administrative Services English Language
Department
Abeer Thunayan Al Aradah
Abstract: It is vital to comprehend blended learning, also referred to as hybrid learning, because it is a format now
applied more frequently than ever in virtual classrooms, whether teachers are working as freelance online teachers
or teaching English online with established tutoring companies. The technological developments have allowed for
blended learning and teaching processes in education institutions among learners successfully. Teaching the
English language needs the right processes that would enable learners to effectively capture specific concepts and
ideas in English. This work explores the importance of hybrid teaching methods among English learners by
analyzing blended and hybrid learning and teaching processes. Hybrid coaching approaches are seen as blended
teaching that combines online experiences and one-on-one interaction during the education processes. Over the
years, various foreign language programs have been designed via online classrooms due to the dependence of
online support and educator preparation through substantial studies. Thus, hybrid learning approaches need
proper research and planning to be useful and effective for learners, particularly in learning English. They entail
the development processes of connected communication skills via the support and preparations of educators based
on literature studies. The teaching of the English language among learners is based on language program
directors, literature studies, and professional development in particular contexts as provided. The study examines
the processes and significance of hybrid teaching and learning approaches that allow professional development in
teaching and learning English language among learners. The objective of this work is to motivate foreign language
educators at schools to implement hybrid learning and teaching approaches in their classes to improve student
involvement with English as a foreign language and offer more prospects to practice English outside the
classrooms. I started by describing blended or hybrid learning and some of its strengths, differentiating this mixed
approach from the flipped classrooms.
Keywords: blended learning, virtual classrooms, blended teaching, hybrid learning, learning English.
1. INTRODUCTION
Hybrid teaching approaches integrate online and face-to-face teaching to create cohesive experiences among educators
and students in English teaching and learning (Cesm 2011). While online, students prefer learning with fewer class
sessions, and thus hybrid tutoring approaches improve student engagement and the desire to comprehend English ideas
due to the online experiences. Besides, hybrid teaching and learning approaches provide special experiences via planned
teaching in more careful structures. Teachers should ensure that hybrid teaching approaches create robust one-on-one
teaching and can be felt over the long term (Lin & Huang, 2011). Hybrid teaching balances a few classroom sessions and
face-to-face course experiences that are valuable in online instructional education. Information and technology growth
and developments have allowed transformations in education systems like hybrid education approaches. Hybrid education
approaches blend different teaching and learning methods that use materials and resources to promote comprehension of
2. ISSN 2348-3156 (Print)
International Journal of Social Science and Humanities Research ISSN 2348-3164 (online)
Vol. 10, Issue 1, pp: (327-333), Month: January - March 2022, Available at: www.researchpublish.com
Page | 328
Research Publish Journals
different subjects like English among learners successfully. Students can successfully interact with peers and learning
materials via hybrid education approaches to allow blended learning processes (Chambers & Gregory, 2006). Thus, in
teaching English Language, hybrid learning approaches among learners are vital via combinations of one-on-one
interactions and online learning for effective accomplishments of the learning objectives.
Learners require about 700 to 1320 hours of instructions to reach advanced-fluency levels in foreign languages, as is well-
known (Blake, 2008). Knight (2018) suggested that 200 to 400 hours of language instructions were required in the
Common European Frameworks to achieve the next levels. Nevertheless, the realities at higher education institutions
where foreign languages such as English are offered as part of curriculum requirements are quite different (Dong and Yu,
2017). Students who enroll in the first level of foreign languages, such as English, compete with other learners for
teachers' attention. Also, they will have to accomplish predetermined language proficiency levels in a sum of 280 hours
(Güçyetmez and Çam, 2016). Additional challenges are that upon leaving classrooms; learners automatically get back into
their indigenous languages, which makes it even harder to keep students engaged with English as a foreign language
outside their classrooms. As a result, students do not advance as quickly as their educators wish. Therefore, education
institutions should implement hybrid learning and education as recommended solutions to the abovementioned
challenges. I will first describe hybrid learning in what follows to explain what hybrid learning is and what it is not
(Klimova and Kacetl, 2015). I will share some illustrations of how education institutions can implement hybrid learning
and teaching approaches into English language classes.
Blended or hybrid learning is a strategy to learning that integrates traditional place-based classroom approaches with
online education materials and opportunities for online interactions (Park, Martin, & Lambert. (2019). Blended or hybrid
learning needs the physical presence of both teachers and students, with certain aspects of learner control over speed,
path, place, or time. The present period is characterized by speedy transformation originating from technological and
scientific advancements, including IT (information technologies) (Pawan et al., 2016). Blended or hybrid learning is an
educational model offered through traditional learning methods and digital networks to share knowledge and education
resources between instructors and learners. Besides, e-learning provides learning courses accessed through digital
platforms and gadgets utilizing online technologies such as smartphones, tablets, laptops, and personal computers.
Denoted as e-learning, these platforms are important in teaching and training students through the internet and wireless
technologies (Wichadee, 2015). In any course, offering online learning plays a great role because e-learning provides the
students the opportunities of developing their capabilities, specifically in information science courses. In modern
education, digital learning is becoming a gradually popular option. The classroom settings moved online from full digital
courses to classes held remotely. However, effective communication in a digital learning environment may be hard,
particularly when digital learning transition is unplanned or has been sudden (Blake, 2008). Making such massive
overhauls are confusing and frustrating for the teachers, learners, and parents.
Online or hybrid education is described as the considerate incorporation of online instructions. It combines in-class and
face-to-face instructions with considerable amounts of instructions delivered through e-learning (Park, Martin, &
Lambert, 2019). Online and hybrid teaching and learning approaches increase access for more students, enable learners to
take advantage of the benefits from both methods, and assist students in learning better, according to Park, Martin, &
Lambert (2019). Another notable strength of blended or hybrid education over completely e-learning instructions is that
learners can be best directed toward successful education because of the in-class components, rather than being forced to
overcome the challenges on their own, as it is always the scenario with e-learning on programs where there are inadequate
supports for students, leading to high dropout rates.
Many higher education institutions have opted for a 50/50 case where new contents are introduced, discussed, and
illustrated in classrooms and extensively practiced online because most foreign language programs at universities have
been traditionally face-to-face, with restricted amounts of time available for practicing the foreign languages (Cennamo,
Ross, & Ertmer, 2010). Also, the online components include additional materials learners can freely access, such as
practice assignments that prepare learners for the examinations and further clarifications of important cultural information
or grammatical points. According to Halverson and Graham (2019), the major purpose why universities and colleges were
integrating online and blended learning and teaching approaches are to improve student involvement. The engagement of
the student's emotional and cognitive energies ensures that they achieve learning activities that will enhance a sense of
community, satisfaction, persistence, and academic achievements among learners (Halverson & Graham, 2019, p. 145).
Halverson & Graham (2019) established that learners who work with the online components and attend face-to-face
classes regularly have the best opportunities of effectively learning English as a foreign language, while learners who
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miss the online activities or fail to attend face-to-face classrooms have a greater probability of failing foreign language
courses. Halverson & Graham (2019) suggest that foreign language course components are of equal significance to
students’ learning processes by deciding to give both online and in-class activities equal importance.
However, it is worth noting that blended or hybrid education environments should not be confused with flipped
classrooms. This contemporary approach is presently being executed in various educational settings (Chapelle, 2001). The
flipped classroom essence moves material delivery outside of official class time for learners to undertake interactive and
collaborative tasks suitable to those materials. However, flipped classrooms (sometimes also called inverse or reverse
classrooms) are another mixed instruction method (Wang et al., 2019). Nevertheless, in blended or hybrid set-ups, new
contents are delivered in classrooms and further practiced through e-learning.
2. SUBJECT
Blended and hybrid education in the online ESL classes
Hybrid or blended learning is an instructional setting for e-learning learners that integrate asynchronous and synchronous
learnings (Cesm 2011). Synchronous learning implies that educators and learners meet via virtual learning platforms
simultaneously (that is usually referred to as teaching in real-time). Students and teachers may not require to finish any
class assignments outside of the scheduled meeting period. For instance, if a student took an hour-long during a live
English language class where they used videos to learn and practice English with their teachers, they would be in
synchronous learning environments (Chambers & Gregory, 2006). Asynchronous learning implies that e-learners do not
agree with their teachers at a particular time. They complete assignments within deadlines set by the educators and work
offline. Assignments are electronically submitted. Trainees do not meet with their tutors at specific periods in these online
courses but instead, work independently at their own pace on assignments. Educators offer feedback, but not in real-time
and not face-to-face (Halverson & Graham, 2019, p. 145). There are benefits to asynchronous and synchronous learning
for learners and educators. A blend of asynchronous and synchronous methods is common for this reason.
Two educational strategies based on the leaders' learning procedures are asynchronous and synchronous learning
(Halverson & Graham, 2019, p. 145). While asynchronous learning self-paced strategy, synchronous learning is teacher-
based and takes place with all participants in real-time. Asynchronous learning can happen every time learners want to
share their viewpoints without the need to attend at the same time. The synchronous learning environments can include
virtual classes or chat rooms in which each student is studying or working simultaneously (Chambers & Gregory, 2006).
Besides web-supported textbooks, asynchronous learning settings or environments involve discussion boards, emails, and
blogs. Based on the internet usage level, online learning can be used in two different environments: distributed and
blended learning environments. Some scholars recommend promoting critical thinking in these settings, such as online
discussions and conference systems for distributed environments; and electronic and project-based curricula for blended
learning environments (Halverson & Graham, 2019, p. 145). Besides, in online learning environments, various strategies
are applied to cultivate critical thinking, such as web-based and collaborative learning approaches.
Benefits of utilizing blended and hybrid learning approaches in the online English Language classrooms
There are various benefits for taking blended and hybrid learning methods in the online English language classes that
combine asynchronous with synchronous learning (Chapelle, 2003). The most significant benefit is that they allow
students to include all the positive elements of both asynchronous and synchronous education. Blended and hybrid
learning methods let the students skip the majority of negative attributes (Halverson & Graham, 2019). Also, hybrid
teaching of the English language assists educators in maximizing the one-on-one time they have with their learners.
Blended and hybrid learning approaches enable learners to practice all four English language skills: speaking, listening,
writing, and reading (Lin & Huang, 2011). One greatest problem of teaching English online is that it is harder to offer
students writing and reading practices even though they practice listening and speaking. Nevertheless, the blended and
hybrid approaches enable learners to practice speaking, listening, writing, and reading skills (Knight, 2018). It is often
best to allow students to speak synchronously with the teachers and then set writing and reading as asynchronous
activities if the learners are paying for face time with educators.
Blended and hybrid approaches also enable the learners to understand the hard English vocabulary and concepts
(Motteram, 2011). The majority of e-learning classes last between twenty minutes to one hour. Usually, this is not long
enough for learners to fully comprehend everything they learn. Nevertheless, teachers free up more time for face-to-face
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and synchronous practices of the concepts by utilizing asynchronous components where learners have time to practice
new ideas outside of the programmed class time. These methods make everything more effective and efficient. In English
language learning, blended and hybrid education approaches give learners opportunities of taking responsibility for their
learning. Becoming autonomous and self-inspired students is a good practice for all learners to get into (Chambers &
Gregory, 2006). Students are allowed to take control of their learning portion by giving students asynchronous activities
to finish outside of regular class time.
Blended and hybrid methods also promote community building and student interactions. There can sometimes be a lack of
interactions among learners when teaching students online. Students can have no interactions with other learners in the
case of face-to-face teaching (Halverson & Graham, 2019, p. 145). Good ways of developing interactions among the
learners are to create fun asynchronous tasks that promote collaborations. Teachers and students may never meet, but this
does not imply they cannot feel like they are part of a learning community.
The hybrid learning concept in teaching English
In teaching English effectively, hybrid learning incorporates web-oriented and traditional learning methods (Chambers &
Gregory, 2006, p.3). These approaches develop and promote English learning through practical activities and active
strategies as experienced on the web. In addition, hybrid teaching methods allow learners to solve challenges through the
encounters experienced in e-learning strategically. Besides, during the learning processes, the blending of online and face-
to-face learning gives the learners opportunities of reflecting and develop specific important critical thinking approaches
(Cheung et al., 2013, p.132). Different traditional materials and curriculum activities applied in the teaching of English
can be successfully accessed via hybrid learning. In addition, through hybrid learning, learners can sharpen their skills in
English due to the opportunities of accessing various educational articles while online physically through hybrid learning.
In promoting learning processes in English, traditional learning ideas are vital due to the skills such as writing the
meanings of new words in the English language as presented in traditional education styles (Cesm 2011). Thus,
combinations of conventional phenomena in teaching English are part of blended and hybrid learning methods that
successfully promote English education.
Also, hybrid and blended learning methods have allowed combinations of online education settings into media tools
(Klimova &Kacetl, 2015, p. 477). English language learners can access appropriate information via online platforms to
successfully study some particular English components. Online learning settings improve resources for commensurate
developments and teaching in higher education practices. Also, in traditional education, dependence on ideologies and
increased access to information through e-learning is a vital concept through blended teaching (Wichadee, 2015, p.230).
In teaching English, conditions and purposes of students are clearly via ideologies via practices of hybrid learning.
Regardless of the technologies utilized when hybrid education approaches are used in teaching English, the combinations
of teaching and learning strategies. In teaching English, the mixtures of instructional modalities via hybrid learning self-
paces the learning processes successfully (Lin & Huang, 2011). Onsite and web information integrate information that
fosters successful education processes to effectively understand the English language. Learners can use media tools like
PowerPoint slides, CD-ROMs, and videos provided in English to learn specific elements appropriate in effectively
comprehending the English language (Güçyetmez & Çam, 2016, p.6). In addition, instructional approaches via
technology-oriented and face-to-face teaching sessions are made possible via blended and hybrid education to achieve
learning objectives and develop preferences that are suitable to promote learning processes effectively.
Hybrid Learning Approaches in Teaching English
There is a single approach of education to integrate one-on-one education with e-learning or online learning to teach the
English language (Chambers & Gregory, 2006). The blended learning models are known as education models that
combine one-on-one learning and e-learning. Online learning and blended learning models improve English skills of
students. When students' demands to access learning materials outside lecture hours and lack of time are overcome on
campus, e-learning-oriented learning is beneficial for learning planning (Halverson & Graham, 2019, p. 145). The online
learning aspects are designed in the form of websites with components consisting of learning animations, videos,
materials, lesson schedules, profiles, and major menus.
In teaching English among learners in various higher education institutions, hybrid and blended learning is one of the
effective methods (Chambers & Gregory, 2006, p.2). The approach determines specific vital knowledge fields that are
essential for successful communications in teaching the English language among learners. Also, hybrid and blended
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learning approaches combine face-to-face and computer-based traditional English language education as the major
methods. The blending is possible via diverse technological strategies that combine instructional and traditional classroom
teachings, appropriate for integrating specific vital components of English (Klimova &Kacetl, 2015, p. 479). In addition,
hybrid learning approaches introduce pedagogical methods to teaching English which combines the efficiency of
socialization prospects within classrooms. Hybrid teaching methods improve technological elements for potentials of
active learning within e-learning environments to foster developments and teaching of concepts and ideas among
university students (Cheung et al., 2013, p.356). Blended education methods utilize audio-oriented tasks vital for
comprehension and oral teachings in the English language promotion. Learners can comprehend the concepts and ideas
vital in English for comprehension writing and Essay (Pawan et al., 2016, p.102). In addition, learners can successfully
write text-oriented tasks as communication forms in English due to the strategies integrated via hybrid education
approaches.
Hybrid education approaches enable integrations of the management system and informatics methods and strategies
(Klimova &Kacetl, 2015, p. 481). The teachers allow written tasks such as projects to be submitted via e-learning
networks and platforms for self-studies and further reference while reading. A teacher can follow students’ discussions
and face-to-face teachings in specific fields of challenges to foster online works and meet goals. Besides, educators can
detect errors and mistakes and explain specific significant points that could have been prepared in the projects and
submitted digitally. In hybrid teaching, the interactions and discussions that students and educators have been vital in
allowing correct understandings of concepts and ideas in the English language (Chambers & Gregory, 2006, p.6). In
addition, the English language becomes interesting and easy in its teaching and learning methods. Definition of particular
vital English vocabularies is accessed and learned easily for correct communications and writings.
Furthermore, learners can input crucial materials for coursework and explanations of English ideas presented on the
websites through written information or videos. The combinations of websites and coursework companions via hybrid
education allow for expanding concepts and tasks that are successfully exercisable in studying English (Cesm, Lin,
&Huang, 2011, p.23). In hybrid learning, blended learning targets cultural languages via useful situational videos and
YouTube videos suitable for teaching the English language.
Learners who typically take online programs interact with the subject matters and their projects via e-learning
management systems (Cesm 2011). The students must spend time familiarizing themselves with the interfaces and their
particular assignments, whichever learning management systems their courses use. Typically, things run in modular
formats in online classes. Often, students do not have those physical reminders of being in the classrooms that works are
due. Participation is important to success whether a student is taking on-campus or online courses. Active participations
indicate that the student is learning and ready to put in the efforts needed to be successful (Lin & Huang, 2011).
Participation turns learning into an active process even though it is usually perceived as a passive process. The blended
learning models are known as education models that combine one-on-one learning and e-learning. Online learning and
blended learning models improve the critical thinking skills of students. When the demands of students to be able to
access learning materials outside lecture hours and lack of time is overcome on campus, e-learning-oriented learning is
beneficial for the planning of learning (Chambers & Gregory, 2006). The online learning aspects are designed in the form
of websites with components consisting of learning animations, videos, materials, lesson schedules, profiles, and major
menus.
Designing for intellectual and reflective engagements online can be challenging but relevant for student English learning
experiences (Halverson & Graham, 2019, p. 145). For better pedagogical discourse and understating English concepts,
knowledge of the infamous Bloom’s Taxonomy can be handy for designing and applying online instructional strategies.
Multimedia engagements can be guided by using Dale’s Cone of Experience to improve the English learning architecture.
In fact, several instructional models and appraisals abound to guide the design, development and assessment of English
skills (Halverson & Graham, 2019, p. 145). Many available virtual learning tools and platforms provide essential features
and functionalities to engage both faculty and students effectively. For these reasons and many more, educators must plan
for technology integration as a vital educational tool, intended not only for knowledge acquisition but for productivity and
critical thinking. Educators must not depend on technological infrastructure and devices solely as mediating components
for learning outcomes since that could result in misdirection and misrepresentations (Chambers & Gregory, 2006). The
fact is, inadequate knowledge in the applicable theories can result in frustrations, and faculty may tend to blame students
for under-performance and under-achievement.
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Reflective assignments, in this case, involve synthesis of ideas, creativity, judgment, and applied knowledge rather than
declarative and reproducible knowledge and contents (Cesm 2011). The processes involve the demonstration of cognitive
maturity, metacognition, problem-solving, and application. Students get engaged in both individual and team projects
with the purpose of creating their own and shared vision of learning cultures that are relevant to students’ learning goals
and future aspirations (Lin & Huang, 2011). Again, projects are developed to respond to diverse communities of interest
and expertise in the various fields and scholarships as applied within the contexts of work experience and requirements.
Indeed, helping students develop English skills means adopting an effective communication style regarding the ability of
the faculty member to moderate and keep focused during class interactions. It is unsurprising that English language skills
are recognized as a major skill for job placement across the globe and considered one of the most important skills for
success in higher education (Halverson & Graham, 2019, p. 145). It allows students to evaluate sources of information for
reliability, develop analytical skills, demonstrate intellectual capabilities, and apply them in real-life contexts.
Hybrid Learning Implementation
Higher education institutions integrates different e-learning apps to support additional out-of-class learning (Halverson &
Graham, 2019, p. 145). While some applications provided online additional practices and assessments in English language
skills that also represent a vital part of students' course grade, others are not part of the learners’ grade and serve as tools
for involving learners in the English language beyond the classrooms. Higher education institutions use the social learning
video platforms and learning management system blackboard for assessments and additional practices of students'
reading, listening, and speaking skills. Nevertheless, the colleges and universities have established based on the writing
results conducted online and without the assistance of the teachers that practicing the writing skills is more successful
when carried out directly in classrooms under the teachers’ supervision who are also available questions as learners are
working on various writing activities. Schools also use Duolingo, Quizlet, Pinterest, YouTube, Facebook, and Instagram
to involve students in additional out-of-class tasks. Colleges and universities offer learners additional handouts worth half
of the in-class tasks grade for the in-class tasks.
Learners use online learning platforms such as Edmodo and Schooling to influence and improve critical thinking skills. In
learning planning lectures, the variations indicate that the critical thinking skills of students obtain average scores by
learners during the lecture processes using online learning. Learners actively express their viewpoints search for and solve
problems provided in e-learning lectures so that they get new expertise using chat facilities and forums. According to
constructivism theory and models, learners check new information with old guidelines, discover themselves, construct
knowledge, and review again when these instructions apply to construct knowledge in which guidelines are no longer
used (Halverson & Graham, 2019, p. 145). Primary points of the approach are that learners can build their information
through learning utilizing e-learning.
There are various approaches to playing with asynchronous and synchronous education and blending them in the English
language classes (Cesm 2011). The activities the educators need to prepare to vary according to the level and age of the
students depending on whether the teachers are teaching adults or children. When teaching young learners, teachers can
use cooking class” projects, Karaoke parties, Children’s book introduction, product reviews, and unboxing videos as
blended and hybrid learning activities.
In education sectors that use e-learning technologies, educators are the major players in an educational context. Thus,
teachers' knowledge aspects need to be considered important and should be included in the technology acceptance models
and implementation of online learning in schools and other learning institutions such as colleges and universities (Lin &
Huang, 2011). The knowledge variables have been identified conceptually and tested empirically. Besides information
validity and authenticity, inadequate support from school management and lack of training in applying online learning
technologies are some reasons for failures to integrate e-learning.
3. CONCLUSION
Hybrid education approaches compensate for the disparities that exist in teaching English as a foreign language. A learner
is exposed to vital resources and resources that integrate education approaches for language development in English. In
addition, interactions between educators and learners are improved via hybrid and blended learning approaches to identify
errors and mistakes while concentrating on learning processes. The blending of students and teachers is vital for special
encounters of student-educator relationships during the learning process. Communications in the English language are
made perfect via hybrid education approaches due to the intense exploitations of resources and tools in both traditional
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and modern ideas of learning and studying English. Using the internet and web-based technologies helps learners improve
primary English language skills such as writing, reading, and listening. In addition, access to media technologies such as
CD-ROM gives the learning opportunities of revisiting seminars and lecturers to internalize English learning and refresh
memories.
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