LMS Mediated Blended Learning in English for Academic Purpose: Pharmacy Students’ View

Faisal Rahman, Aulia Azmi

Abstract


This study aims to identify pharmacy students’ perception on the implementation of Learning Management System (LMS) mediated blended learning in English for Academic Purpose (EAP) course. The scope of this study is in several factors, such as the use of LMS in blended learning, and the effectiveness of blended learning in EAP context to develop students’ motivation, communication skill, vocabulary, critical thinking and social interaction according to the students’ perception. This research utilizes a quantitative approach employing an analytical survey with an exploratory component using Likert scale questionnaire to collect the data. The population of this research is 115 students of pharmacy taking EAP course. The sample is 35 students selected using simple random sampling technique. This study reveals that blended learning is perceived positively by students in this EAP course, particularly for developing core skills and understanding the subject matter. Additionally, blended learning is also considered interesting and enjoyable. However, there is room for improvement in fostering critical thinking and social interaction. This result recommends educators to implement LMS mediated blended learning in English Language teaching and learning with several improvement, especially in the way to improve students’ critical thinking and social interaction.


Full Text:

PDF

References


Adas, D., & Bakir, A. (2013). Writing difficulties and new solutions: Blended learning as an approach to improve writing abilities. International Journal of Humanities and Social Science, 3(9).

Akyüz, H. İ., & Samsa, S. (2009). The effects of blended learning environment on the critical thinking skills of students. Procedia - Social and Behavioral Sciences, 1(1), 1744–1748. https://doi.org/10.1016/j.sbspro.2009.01.308

Al-Busaidi, K. A. (2012). Learners’ perspective on critical factors to LMS success in blended learning: An empirical investigation. Communications of the Association for Information Systems, 30. https://doi.org/10.17705/1CAIS.03002

Allen, E., & Seaman, J. (2010). Class differences: Online education in the United States. Babson Survey Research Group.

Altay, I. F., & Altay, A. (2019). A systematic review of studies on blended learning in EFL environment. International Journal of Curriculum and Instruction, 11(1), 125-140.

Banditvilai, C. (2016). Enhancing students language skills through blended learning. Electronic Journal of E-learning, 14(3), pp223-232.

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed). New York: SAGE Publications.

Dvoretskaya, E. V. (2016). English for Academic Purpose in higher education curriculum. Voprosy Sovremennoj Nauki i Praktiki. Universitet Imeni V.I. Vernadskogo, 1(59), 147–152. https://doi.org/10.17277/voprosy.2016.01.pp.147-152

Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95–105. https://doi.org/10.1016/j.iheduc.2004.02.001

Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines (1st ed). Jossey-Bass.

Ghazizadeh, T., & Fatemipour, H. (2017). The effect of blended learning on EFL learners’ reading proficiency. Journal of Language Teaching and Research, 8(3), 606. https://doi.org/10.17507/jltr.0803.21

Grgurović, M. (2011). Blended learning in an ESL class: A case study. Calico Journal, 29(1), 100–117.

Larsen, L. K. E. (2012). Teacher and student perspectives on a blended learning intensive English program writing course. Iowa State University.

Liu, M. (2013). Blended learning in a university EFL writing course: Description and evaluation. Journal of Language Teaching and Research, 4(2), 301–309. https://doi.org/10.4304/jltr.4.2.301-309

Manan, N. A. A., Alias, A. A., & Pandian, A. (2012). Utilising a social networking website as an ESL pedagogical tool in a blended learning environment: An exploratory study. International Journal of Social Sciences & Education, 2(1), 1–9.

Neumeier, P. (2005). A closer look at blended learning—Parameters for designing a blended learning environment for language teaching and learning. ReCALL, 17(2), 163–178. https://doi.org/10.1017/S0958344005000224

Rahman, F., Hidayatullah, R., & Rahmadani, N. (2019). Gamification of EFL classroom in a healthcare education context in Indonesia: Kahoot! Proceeding of International Conference on English Language Teaching (INACELT), 3(1), 91–101.

Rahman, F., Nugraha, D. F., & Rahmadani, N. (2021). LMS as asynchronous learning platform on English for Academic Purpose; Pharmacy students’ perception. English Language Education Study Program International Conference. ELESPIC.

Rahman, F., Rahmadani, N., & Nugraha, D. F. (2022). Video-enhanced English asynchronous learning; Students’ voice. Channing: Journal of English Language Education and Literature, 7(1), 1–6. https://doi.org/10.30599/channing.v7i1.1476

Rahman, F., & Rohama. (2022a). Developing a blended learning-based syllabus of English for Pharmacy; Stakeholder’s Desire. International Virtual Conference on Language Learning, 3.

Rahman, F., & Rohama, R. (2022b). Developing blended learning-based syllabus of English for Pharmacy; students’ needs analysis. Journal of English Language and Language Teaching, 6(2), 11–22.

Rahman, M. (2015). English for Specific Purposes (ESP): A holistic review. Universal Journal of Educational Research, 3(1), 24–31. https://doi.org/10.13189/ujer.2015.030104

Sari, R. K., Kuncoro, A., & Erlangga, F. (2019). Need analysis of English for Specific Purposes (ESP) to Informatics students. JEELL (Journal of English Education, Linguistics and Literature), 5(2), 26. https://doi.org/10.32682/jeell.v5i2.986

Senffner, D., & Kepler, L. G. (2015). Blended learning that works. Association für Talent Development.

Shih, R.-C. (2010). Blended learning using video-based blogs: Public speaking for English as a second language students. Australasian Journal of Educational Technology, 26(6). https://doi.org/10.14742/ajet.1048

Solihati, T. A., & Rahayu, N. (2021). An evaluation on English for Pharmacy Class: Students’ perception. Thirteenth Conference on Applied Linguistics (CONAPLIN 2020), Bandung, Indonesia. https://doi.org/10.2991/assehr.k.210427.093

Staker, H., & Horn, M. B. (2012). Classifying K–12 blended learning. Innosight Institute.

Tayebinik, M., & Puteh, M. (2013). Blended learning or E-learning? https://doi.org/10.48550/ARXIV.1306.4085

Tosun, S. (2015). The effects of blended learning on EFL students’ vocabulary enhancement. Procedia - Social and Behavioral Sciences, 199, 641–647. https://doi.org/10.1016/j.sbspro.2015.07.592

Watson, J. (2008). Blended learning: The convergence of online and face-to-face education: Promising practices in online learning. North American Council for Online Learning.

Woźniak, M., & Acebes de la Arada, D. (2018). English for pharmacy: An ESP course in a CLIL context. Journal of Teaching English for Specific and Academic Purposes, 265. https://doi.org/10.22190/JTESAP1802265W

Yang, Y.-F. (2012). Blended learning for college students with English reading difficulties. Computer Assisted Language Learning, 25(5), 393–410. https://doi.org/10.1080/09588221.2011.597767

Yoon, S. Y., & Chung-Hyun Lee. (2010). The perspectives and effectiveness of blended learning in L2 writing of Korean University students. Multimedia-Assisted Language Learning, 13(2), 177–204. https://doi.org/10.15702/MALL.2010.13.2.177




DOI: http://dx.doi.org/10.48181/jelts.v8i1.28274

Refbacks

  • There are currently no refbacks.


Creative Commons License

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

Journal of English Language Teaching and Cultural Studies is published by English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia.

E-mail: [email protected]

My Stats