The current study deals with under achieving language learners who have not benefitted from online remedial assistance. A repeat A1 class in a preparatory EFL program in a public university in Turkey was selected as the sample setting. A course curriculum which aimed to intervene with underachieving learners had been prepared and implemented during a twelve-week period in the 2017-18 Academic Year. However, five learners in that classroom still failed the courses and become repeat again. The current study considers these learners’ self-reflections on their experience with blended instruction in order to determine the weakness of online remedial help and to recommend some features that are supportive of these students’ success. In order to collect information regarding students’ reflections on their blended instruction experience, semi-structured interviews were administered and subsequently analyzed via content analysis following the end of the term. The results were organized by themes under the categories of perceived weaknesses of blended instruction and some suggestions for educators. The underachieving learners stated that unexpected experiences with the parameters, the increasing complexity level of the language and the need for dynamism were the reasons for their failures. The study care importance for educators who want to prepare realistic online remedial help by including the active involvement of underachieving language learners and empowering their voice in the world of the online. Precautions should be taken to engage vulnerable learners with blended instruction. It is important in terms of not putting more burden on their struggle to learn a language.

Authors:
Nazli Aggun Celik, İskenderun Technical University, Turkey

About the Presenter(s)
Dr NAZLI AGGUN CELIK is a University Assistant Professor/Lecturer at İskenderun Technical University in Turkey

See this presentation on the full schedule – Monday Schedule

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