Exploration of EFL Teachers’ Attitudes toward Eclectic Blended Method at the University Level: A Case Study

Abstract

The eclectic teaching method fosters inclusivity, flexibility, and positive interdependence among heterogeneous students in the class, utilizing a mix of teaching strategies, methods, and resources to enhance their educational success. The study employed a blended eclectic method using flipped classrooms, brain-targeted teaching, and Know-Want-To-Know-Learn (KWL) to address the different student learning styles. This study aimed to portray how the teachers’ attitudes toward eclectic blended methods in EFL critical reading courses. Teachers from a few Indonesian universities in East Java participated in this study. The study employed purposive sampling to recruit participants who were English language education instructors from four Indonesian institutions. This research used both quantitative and qualitative data in a mixed case study methodology. This study used both closed-ended and open-ended questionnaires as its instruments. Descriptive statistics were used to evaluate the quantitative data, while theme analysis was used to study the qualitative data. The findings showed that female teachers had more positive attitudes toward the eclectic blended method than male teachers. The younger teachers had a more positive attitude than the old teachers toward the eclectic method. The study suggests that teachers can improve their teachers ' professional development by modifying their teaching strategies with the eclectic blended method and recommends further researchers conduct the study by investigating the effectiveness of implementing the eclectic blended method by using technology applications

Keywords: Eclectic blended method; EFL Teachers; Teachers’ attitudes.