EFL Learners Dropping out of Blended Language Learning Classes: A Replication of Stracke (2007)

Autor/inn/en	Stracke, Elke; Nguyen, Giang Hong; Nguyen, Vinh
Titel	EFL Learners Dropping out of Blended Language Learning Classes: A Replication of Stracke (2007)
Quelle	In: ReCALL, 35 (2023) 2, S.178-192 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stracke, Elke) ORCID (Nguyen, Giang Hong) ORCID (Nguyen, Vinh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-3440
DOI	10.1017/S0958344023000010
Schlagwörter	English (Second Language); Dropouts; Blended Learning; Second Language Learning; Foreign Countries; College Students; Teacher Student Relationship; Feedback (Response); Student Centered Learning; Peer Relationship; School Holding Power; Vietnam + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Zweitsprachenerwerb; Ausland; Collegestudent; Teacher student relationships; Lehrer-Schüler-Beziehung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Peer-Beziehungen
Abstract	Studies with an explicit focus on dropouts in blended language learning (BLL) are rare and non-existent in the Asian context. This study replicates the early qualitative interview study by Stracke (2007), who explored why foreign language learners drop out of a BLL class. While the 2007 study was carried out in the German higher education context, we conducted this study at a university in Vietnam, where we conducted semi-structured interviews with five students who had left their blended English course after the first semester of study. Our findings indicate that the successful complementarity and integration of the blend components, the crucial role of teacher support and feedback within a learner-centred environment, interactive learning materials, a high level of interaction, and a good relationship between students and teachers are key for students' perception of a successful blended class and retention. The lack of complementarity between the components of the blend remains a major reason for students' dissatisfaction that resulted in them leaving the course in both the 2007 study and this study. Our study allows for a deep understanding of the reasons why Vietnamese EFL students leave a BLL course, thus providing some evidence for pedagogical adjustments for the delivery of current BLL classes in Vietnam and similar contexts. Understanding the reasons why students drop out can help improve the effectiveness of these programs and lead to higher retention rates, a reduction of costs (both financial but also emotional), an increase in student satisfaction, and a better student experience. (As Provided).
Anmerkungen	Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://www.cambridge.org/core/what-we-publish/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01