COLLEGE OF EDUCATION – PHINMA COC

English 163- Language Education Research

Research Monitoring Form
RESEARCH FORM 1 – ANNOTATED BIBLIOGRAPHY Completion Date
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Points
Researchers: Saa, Ejean A.
Jumawan, Charles Adrianne
Tautho, Reygen

TOPIC OF INTEREST : The Attitudes of Senior High School GAS-Education Students Towards English Language
through Blended Learning
ANNOTATION
Alsalhi, N. R., Eltahir, M. E., & Al-Qatawneh, S. S. (2019). The effect of blended learning on the achievement

Of ninth-grade students in science and their attitudes towards its use. Heliyon, 5(9), e02424.

https://doi.org/10.1016/j.heliyon.2019.e02424.

Najeh Alsalhi, a Research Associate from Ajman University; Mohd Eltahir, an Associate Dean and Associate
Professor of Educational Technology from Ajman University, Ajman, UAE; & Sami Al-Qatawneh, an
Academic Researcher from Ajman University of Science and Technology, that blended learning has a
positive impact on the achievement of students of the experimental group when compared to the traditional
learning of the students of the control group and based on their research result students had positive
attitudes toward the use of blended learning. This study is important because it shows that blended learning
is effective in education, especially in higher education.

Akbarov, A., Gönen, K., & Aydoğan, H. (2018). Students’ attitudes toward blended learning in EFL context.
Acta Didactica
Napocensia, 11(1), 61–68.

Azamat Akbarov, is Associate Professor in Applied Linguistics at the International Burch University in
Sarajevo, Bosnia and Herzegovina; Kemal Gönen,; Hakan Aydogan, an Independet researcher from Turkey,
asserted in their conclusion that their findings were related to learning and teaching English language as a
foreign language and students can have different attitudes, opinions, perceptions, and preferences with
regard to other school subjects or academic courses. This study also shed light on the relationship between
online courses enrollment and blended learning. It seemed that participation in English online courses did
not imply positive attitudes toward blended learning. In other words, digital learning (without using the
classic, traditional method) was not closely linked to blended learning (according to students’ opinions).
This is another justification for preferences of blended learning over traditional and digital learning.

Ghazizadeh, T., & Fatemipour, H. (2017). The effect of blended learning on EFL learners’

Reading proficiency. Journal of Language Teaching and Research, 8(3), 606-614.

Doi:10.17507/jltr.0803.21.

Tina Ghazizadeh , an English teacher in Safir Language Institute since 2007; & Hamidreza Fatemipour, a
member of TELLSI, Teaching English Language and Literature Society of Iran, stated the impact of the
blended larning approach in developing the EFL learner’s reading skills in Iran. They used the quasi
experimental design where the sixty participants were randomly assigned to two groups: experimental and
control. The two groups were tested before and after the treatment to determine the learners’ reading
Resear
proficiency level. The researchers concluded that using blended learning in reading lessons has a significant 1
influence on developing learners’ reading skills. They also asserted that blended learning facilitates students’
learning and recommended the implementation of blended learning in English reading classes
.
Taghizadeh, M., & Hajhosseini, F. (2021). Investigating a Blended Learning

Environment: Contribution of Attitude, Interaction, and Quality of Teaching to

Satisfaction of Graduate Students of TEFL. Asia-Pacific Education Researcher,

459–469. https://doi.org/10.1007/s40299-020-00531-z
Noted _________________________________ Approved
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(Research Instructor) (Research Adviser)

Prepared by MJ Castro RF1