LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 21:10 October 2021
ISSN 1930-2940

Editors:
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

Celebrate India!
Unity in Diversity!!

HOME PAGE

Click Here for Back Issues of Language in India - From 2001

BOOKS FOR YOU TO READ AND DOWNLOAD FREE!

REFERENCE MATERIALS

BACK ISSUES

  • E-mail your articles and book-length reports in Microsoft Word to languageinindiaUSA@gmail.com.

  • PLEASE READ THE GUIDELINES GIVEN IN HOME PAGE IMMEDIATELY AFTER THE LIST OF CONTENTS.

  • Your articles and book-length reports should be written following the APA, MLA, LSA, or IJDL Stylesheet.

  • The Editorial Board has the right to accept, reject, or suggest modifications to the articles submitted for publication, and to make suitable stylistic adjustments. High quality, academic integrity, ethics and morals are expected from the authors and discussants.

Copyright © 2021
M. S. Thirumalai

Publisher: M. S. Thirumalai, Ph.D.
11249 Oregon Circle
Bloomington, MN 55438
USA
Custom Search

A Study on Student Satisfaction With An EFL Blended Course

Han Cui, Ph.D.

Abstract

With increasing popularity of blended learning during and after COVID-19 crisis, students’ learning experience in blended courses became an important issue worthy of our attention and study. Therefore the research is aimed at investigating students’ satisfaction level towards a blended course English Oral Expression and Communication, which was developed to enhance students’ oral expression ability. A course evaluation questionnaire was designed and employed to study the factors affecting students’ satisfaction, and a focus group discussion was conducted to reveal in detail how these factors affected their learning experience.

Keywords: EFL blended course, oral expression communication, student satisfaction, course evaluation, China

Introduction

Whether like it or not, it has to be admitted that the COVID-19 crisis has greatly accelerated the development and application of distant online and blended courses around the world, making it more important to study the effectiveness of the new learning formats. Besides students’ learning outcome, student satisfaction is also one of the key factor to consider when developing a blended course. Astin (1993) defined student satisfaction in terms of student’s perception towards his or her college or university experience, and perceived significance of the education that he or she received from an institution. Levy (2003) conducted research study with a sample of more than 200 students attending e-learning courses and stated that students’ satisfaction with e-learning is an important factor to measure the effectiveness of e-learning. Therefore students’ satisfaction is one of the key indicators that can prove the effectiveness of the developed blended course English Oral Expression and Communication (hereafter referred to EOEC).

The Sloan Consortium in the United States defines student satisfaction as being successful in the learning and pleased with their experience, which focused on accomplishment and success in learning, and pleasure and enjoyment with the experience. Thurmond (2002) describe student satisfaction as a concept that reflects outcomes and reciprocity that occur between students and an instructor.

Wu, et al. (2010) conducted a study on students’ satisfaction in a blended learning environment, in which satisfaction is defined as the sum of student feeling and attitude that results from aggregating all the benefits that a student hopes to receive from blended learning environment system. There are some researchers who dedicated to the research about factors contributing to student satisfaction in blended learning.

Bollinger and Martindale (2004) have identified three key factors central to student satisfaction: instructor, technology, and interactivity. Rahman, et al. (2015) claimed conducted a empirical study and prove that four factors affecting student satisfaction with a blended course, including ease of use, perceived value, learning climate and student-instructor interaction.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Han Cui, Ph.D.
Associate Professor, School of Foreign Languages
Shenyang University of Chemical Technology, Liaoning, China

Ph.D. ELT, Department of English, Graduate School of Human Sciences
Assumption University, Bangkok, Thailand
cuihan@syuct.edu.cn
Custom Search
  • Click Here to Go to Creative Writing Section

  • Send your articles
    as an attachment
    to your e-mail to
    languageinindiaUSA@gmail.com.
  • Please ensure that your name, academic degrees, institutional affiliation and institutional address, and your e-mail address are all given in the first page of your article. Also include a declaration that your article or work submitted for publication in LANGUAGE IN INDIA is an original work by you and that you have duly acknowledged the work or works of others you used in writing your articles, etc. Remember that by maintaining academic integrity we not only do the right thing but also help the growth, development and recognition of Indian/South Asian scholarship.