Applying a blended learning program to improve students’ IELTS speaking performance in an IELTS speaking class an action research project

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES

HUỲNH THỊ NHẬT UYÊN

APPLYING A BLENDED LEARNING PROGRAM TO IMPROVE
STUDENTS’ IELTS SPEAKING PERFORMANCE IN AN IELTS
SPEAKING CLASS: AN ACTION RESEARCH PROJECT
(ÁP DỤNG MỘT CHƯƠNG TRÌNH HỌC KẾT HỢP CÔNG NGHỆ
THÔNG TIN VÀ O LỚP HỌC TRUYỀN THỐNG ĐỂ CẢI THIỆN
KHẢ NĂNG NÓI IELTS CỦ A HỌC SINH TRONG MỘT LỚP HỌC NÓI
IELTS: NGHIÊN CỨU CẢI TIẾN SƯ PHẠM)

M.A. MAJOR PROGRAMME THESIS
Field : English Teaching Methodology
Code : 60140111

HÀ NỘI – 2017


VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES

HUỲNH THỊ NHẬT UYÊN

APPLYING A BLENDED LEARNING PROGRAM TO IMPROVE
STUDENTS’ IELTS SPEAKING PERFORMANCE IN AN IELTS
SPEAKING CLASS: AN ACTION RESEARCH PROJECT
(ÁP DỤNG MỘT CHƯƠNG TRÌNH HỌC KẾT HỢP CÔNG NGHỆ

THÔNG TIN VÀ O LỚP HỌC TRUYỀN THỐNG ĐỂ CẢI THIỆN
KHẢ NĂNG NÓI IELTS CỦ A HỌC SINH TRONG MỘT LỚP HỌC NÓI
IELTS: NGHIÊN CỨU CẢI TIẾN SƯ PHẠM)

Field

: English Teaching Methodology

Code

: 60140111

Supervisor : Dr. Huynh Anh Tuan

HÀ NỘI – NĂM 2017


CERTIFICATE OF ORIGINALITY
I certify that the major thesis entitled “Applying a Blended Learning
Program to improve students‟ IELTS speaking performance in an IELTS speaking
class: an action research project” is the study of my own research and the substance
of this research has not been submitted for a degree to any other university or
institution.
Hanoi, 2017
Approved by
SUPERVISOR

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DEDICATION

I would like to dedicate this work to:


my beloved father... ...



my mother who has sacrificed her life for me……..….



a friend of mine whose love, continual support, and

patience encouraged me to reach my goal…….


my adorable sister who supported me until the

finish of this research …….


all those who gave me love, strength and patience…..

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ACKNOWLEDGEMENTS
First, my respect and appreciation is to my dear mother, the greatest mother

in the world, my beloved father and my sister whose prayers and love guided,
helped and supported me to carry out this work.
My gratitude is deeply paid to my supervisor, Dr. Huynh Anh Tuan for his
invaluable assistance and insightful guidance on every taken step of the research.
Special thanks are due to two friends of mine - The Nguyen, who devoted
his time and experience to cooperate with me during my thesis work, and Truong
Giang Do, who dedicatedly cooperated with me in designing the Website
(iespeaking.club) for the Blended IELTS speaking course in my research.
Finally, my great appreciation is to the teachers and students of the Institute
of Equest Education, where the study was carried out.

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ABSTRACT
This thesis explores the design of a blended learning environment in an onground traditional face-to-face IELTS course and seeks to determine the extent to
which the Blended IELTS speaking course significantly affects the improvement in
students‟ IELTS speaking performance as well as the learner satisfaction levels
toward the model in terms of their improvement in IELTS speaking performance.
30 ELT students from two IELTS classes (intermediate level) were involved in an
IELTS intermediate course (IELTS 5.5) lasting for 16 weeks in the Institute of
Equest Education. This course covered all the four skills of IELTS (Listening,
Reading, Writing and Speaking), but only Speaking skill was the focus for the
researcher to design the blended learning environment. Every two weeks, each
participant was asked to complete a variety of assignments both online and offline
such as recording an audio. The audio recorded interview of each student or a pair
of students must be posted on the web page and the other students in the class will
comment on the recorded audios in a certain lesson with the management of the
researcher. Multiple data collection instruments were used in order to evaluate the
effectiveness of the blended course including pre-test and post-test, observations,

survey questionnaire and interviews.
The results from the data revealed that the Blended IELTS speaking course
significantly affected the improvement in students‟ IELTS speaking performance.
In addition, most of the participants were satisfied with the Blended IELTS
speaking course in terms of their improvement in IELTS speaking performance,
instructor‟s feedback and the interaction and communication aspects; by contrast,
they showed dissatisfaction with peer feedback due to weak peer feedback, which
could be considered the only drawback of the blended course.
Albeit results of the present research indicated that Blended IELTS
speaking course was perceived positively by learners, further research is still
necessary to examine if the identical results and findings might be achieved in other
courses in different educational environments.

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TABLE OF CONTENTS
CHAPTER 1: INTRODUCTION ............................................................................ 1
1.1. Statement of the problem ..................................................................................... 1
1.2. Aim and objectives of the study ........................................................................... 4
1.3. Research questions ............................................................................................... 4
1.4. Significance of the study ...................................................................................... 5
1.5. Scope of the study ................................................................................................ 5
1.6. Organization of the study ..................................................................................... 6
Chapter II: LITERATURE REVIEW .................................................................... 7
2.1. Introduction .......................................................................................................... 8
2.2. IELTS speaking .................................................................................................... 8
2.2.1. The IELTS speaking test: an overview ............................................................. 8
2.2.2. IELTS speaking performance through Performance Descriptors ..................... 8
2.2.2.1. Fluency and coherence in IELTS ................................................................... 8

2.2.2.2. Lexical resource in IELTS ............................................................................. 9
2.2.2.3. Grammatical range and accuracy in IELTS ................................................... 9
2.2.2.4. Pronunciation in IELTS ................................................................................. 9
2.3. Blended Learning ................................................................................................. 9
2.3.1. What is blended learning? ................................................................................. 9
2.3.2.The Terminologies: E-learning and Blended Learning ................................... 15
2.3.3. Characteristics of blended learning ................................................................. 17
2.3.4. Levels of blended learning .............................................................................. 18
2.3.5. Methods of the Blend ...................................................................................... 20
2.3.6. Factors that influence the application of blended learning and promote
successful blended learning....................................................................................... 21
2.3.7. Learning outcomes in blended learning environment ..................................... 22
2.3.8. Advantages and disadvantages of blended learning ....................................... 25
2.3.8.1. Advantages of BL ........................................................................................ 25
2.3.8.2. Challenges of blended learning .................................................................... 26
2.4. Theoretical framework ....................................................................................... 27
2.5. The review of related studies ............................................................................. 34
2.6. Conclusion .......................................................................................................... 36

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CHAPTER 3: METHODOLOGY ......................................................................... 37
3.1. Introduction ........................................................................................................ 37
3.2. Research questions ............................................................................................. 39
3.3. Research approach ............................................................................................. 41
3.4. Strengths and weaknesses of action research ..................................................... 43
3.5. The Validity and Reliability of the Action Research ......................................... 43
3.6. Research design .................................................................................................. 43
3.6.1. Participants of the study .................................................................................. 43

3.6.2. The researcher ................................................................................................. 43
3.6.3. Data collection methods .................................................................................. 44
3.6.3.1. Pre-test and post-test .................................................................................... 44
3.6.3.2. Blended IELTS speaking course Satisfaction Survey ................................. 44
3.6.3.3. Interviews ..................................................................................................... 46
3.6.3.4. Observations ................................................................................................. 47
3.7. Data collection Procedure .................................................................................. 47
3.7.1. Phase One: Pre-intervention (The Observing, Planning and Designing of the
Blended Learning Environment for the IELTS speaking course) ............................ 47
3.7.1.1. Statement of the problem ............................................................................. 47
3.7.1.2. The blended learning model for the Blended IELTS speaking course ........ 48
3.7.2. Phase Two. While intervention (Implementation of Blended Learning
Environment)............................................................................................................. 55
3.7.3. Phase Three. Post intervention (Evaluation of the Blended IELTS Speaking
program) .................................................................................................................... 58
3.8. Data analysis procedures .................................................................................... 59
3.8.1. Quantitative analysis ....................................................................................... 59
3.8.2. Qualitative analysis ......................................................................................... 60
Chapter 4. RESULTS AND DISCUSSION .......................................................... 61
4.1. Introduction ........................................................................................................ 61
4.2. The significant level of the blended IELTS Speaking course in the
improvement of students‟ IELTS speaking performance ......................................... 61
4.3. Participants‟ Satisfaction levels with Blended IELTS speaking course ............ 64
4.3.1. Participants‟ general satisfaction with Blended IELTS speaking course ....... 68

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4.3.2. Participants‟ satisfaction levels with the Blended IELTS speaking course in
terms of the improvement in their IELTS speaking performance ............................ 70

4.3.3. Participants‟ satisfaction with the feedback aspect of the blended IELTS
speaking course. ....................................................................................................... 72
4.3.4. Participants‟ satisfaction towards the Communication and Interaction aspects
of the Blended IELTS speaking course ..................................................................... 72
CHAPTER 5: CONCLUSION ............................................................................... 76
5.1. Summary ............................................................................................................ 76
5.2. Conclusion .......................................................................................................... 79
5.3. Implications ........................................................................................................ 81
5.4. Recommendations for Further Research ............................................................ 82
REFERENCES ........................................................................................................ 84
APPENDICES ......................................................................................................... 91

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LIST OF THE TABLES
Table 2.1: Opposed Forms, Contexts and Practices in Blended Learning .............. 12
Table 3.1: Survey questions mapped to research question and survey question type
................................................................................................................................... 45
Table 4.1: Paired Samples Statistics ......................................................................... 62
Table 4.2: Paired Samples Test ................................................................................ 62
Table 4.3: The students' mean scores, standard deviations, t-value and level of
significance of the study samples in the pre-test and post-test of the students‟ IELTS
speaking performance ............................................................................................... 62
Table 4.4: The recommended table for analyzing the effect size level ..................... 63
Table 4.5: The effect size of the Blended IELTS speaking course on the students‟
IELTS speaking performance .................................................................................... 63
Table 4.6: Participants‟ general satisfaction with the blended IELTS Speaking
course ........................................................................................................................ 65
Table 4.7: Participants‟ satisfaction levels with the Blended IELTS speaking course

in terms of the improvement in their IELTS Speaking performance ......................... 68
Table 4.8: Participants‟ satisfaction towards the feedback aspect of the Blended
IELTS speaking course .............................................................................................. 70
Table 4.9: Participants‟ satisfaction with communication and interaction ............. 73

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LIST OF THE FIGURES
Figure 2.1: A taxonomy of Blended learning ............................................................ 13
Figure 2.2: Combining the Options in a Decision .................................................... 14
Figure 2.3: The Eclipse Diagram by Markos Tiris, LSDA, 1999 and the Definitions
Used in the Centre for Excellence in Leadership‟s Report (CEL, 2003). ................. 16
Figure 2.4: A Diagram of the Blended Learning Definition .................................... 17
Figure 3.1: Homepage of Blended IELTS speaking course (before login)............... 51
Figure 3.2: Homepage of Blended IELTS speaking course (after login) ................. 51
Figure 3.3 : Syllabus Page ........................................................................................ 52
Figure 3.4 : Recorded audios.................................................................................... 53
Figure 3.5: Discussion Forum Page ......................................................................... 54
Figure 3.6: Extra sharing resources ......................................................................... 54
Figure 5.1: Five stars rating system ......................................................................... 81

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CHAPTER 1: INTRODUCTION
1.1. Statement of the problem:
In the age of the fourth industrial revolution, almost all professions and
sectors of society are affected by this general trend with strong dominance of
information technology, especially the Internet in the operation modes. Education in

general and ESL in particular are not the exceptions. At the beginning of the 21st
century, it may be hard to imagine what English teaching and learning will be like
within the next 100 years, but many researchers subscribe to the idea that blended
learning can be closer to second language teaching in the future. Historically, right
from the early days when education began to apply information technology, two
forms of the learning environments which are traditional face-to-face environment
and online classroom environment were separately existed because they used
different communication channels or different methods of combinations and aimed
at different audiences. For instance, traditional face-to-face learning regularly took
place in the teacher-centered environment with person-to-person interaction in a
directly synchronous environment. In contrast, online learning focused on
asynchronous interactions in the virtual environment. At the very beginning of the
period, only asynchronous interactions were probable because at that time the
technology had limitations in the methods of instruction used. Therefore, the model
of online learning environment put emphasis on merely online materials

and

learners interacting in an only text environment, while the traditional classroom
environment was a priority for human-to-human interaction. Following the period,
the phenomenon of e-learning was an alternative way of delivering education to
students who could not attend the traditional classrooms by offering added "the full
advantage of anytime, anywhere learning" (Young, S.S.C., 2004: 133).
Besides the valuable contribution to education, e-learning environment has some
disadvantages to some extent. The first drawback of such educational setting is that
the motivation of students is ignored due to the fact that online learning
environment does not focus on human interaction that is normally regarded as a

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center in traditional face-to-face educational environment. According to Kirby
(1999), one of the major weaknesses of e-learning classroom is the shortage of faceto-face physical interaction. Moreover, another critical requirement of attending an
online class is the knowledge and skills of applying information technology into
learning; hence, teachers‟ guidance is essential for students, which is another
limitation of online learning (Hajsadr, 2005). Therefore, the demand for a virtual
educational setting where students are enabled to not only gain knowledge but also
interact physically with their partners are becoming inevitable aspects of such
technology-assisted learning environments. As Kern and Warschauer (2000: 11)
state, “a shift in dynamic away from learners interacting with computers to
interacting with other humans via the computers” began to be very important aspect
of such educational settings in the last few years.
Thus, the need for accelerating person-to-person interactions and decelerating the
isolation from other learners in online learning environments stimulates the
educational experts and administrators to search for a measure for the sake of
improving teaching and learning process. It is obvious that the combinations of all
the advantages of both traditional face-to-face and online learning environments are
inevitable, which leads the educators to a new approach to teaching and learning
English that is “Blended Learning” (Rogers, 2001: 11) (BL).
Friesen, N. (2012) recommends the definition of BL in his report of defining
Blended learning:
„“Blended learning” designates the range of possibilities presented by combining Internet
and digital media with established classroom forms that require the physical co‐presence
of teacher and students.‟ (2012: 1).

In other words, since 2006, the term „blended learning‟ has been defined as the
integration of traditional face-to-face and „technology -mediated instructional forms
and practices‟ (2012: 1). Another simple definition of blended learning suggested
by Graham (2006) is an association of traditional face-to-face and technologyassisted instruction. These definitions are, however, rather simplistic and will be
indicated and explained more intensively in Chapter 2 of the research.

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Although it is not a new issue with a series of in-depth research in the world,
blended learning in Vietnam is still a relatively new, much less common and less
widely applicable method in almost all school levels in Vietnam due to the fact of
high demands on IT professionals of both teachers, learners, flexibility in teaching
and learning and especially equipment and means of information technology to
apply this method. The fact that most learners use information technology regularly
in their daily lives such as social networks, search engines, websites ... to serve their
learning is an advantage to gradually apply information technology in teaching
English. English courses which are the combination of technology and traditional
classroom now in Vietnam and around the world shows that this approach supports
2nd language learning more effectively and gives students the flexibility to learn
independently, and promotes specific language learners (Morton et al, 2016, Ying
and Yang, 2017). According to a study by Olivier, J. (2016), it was revealed that
learners are “quite positive towards the use of the learning environment for learning
and teaching” (2016: 1). In addition, the participants in the courses also noticed that
the online activities promoted learning and expressed the needs to include more
web-based activities in their learning English (Morton et al, 2016; Banditvilai,
2016). Besides, the study of Felix (2003) showed that English learners felt more
comfortable with courses which were combined with technology in learning their
second language. Blended learning is also a positive support for less confident and
passive learners in ESL classes.
IELTS (International English Language Testing System) is one of the most
reputable international English exams in the world in general and Vietnam in
particular. In Vietnam, it is not only the exam for students who wish to study
abroad, IELTS has been included as criteria for evaluating English proficiency of
teachers and students. However, currently several teachers and students as well as

schools and centers specialized in teaching IELTS have been still struggling to find
a method for teaching and learning IELTS properly, or they just simply apply a
traditional teaching method for teaching IELTS. Moreover, the reality is that there

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is quite a lot of in-depth research on BL in writing and reading ESL classes rather
than speaking and listening skills for many reasons, one of which in my point of
view is that teaching speaking and listening can be more supported by traditional
classrooms (face-to-face teaching) where students are capable of communicating,
practicing with the guidance and instructions of their teachers directly in the faceto-face classroom, which is better for Vietnamese learners who regularly lack
independence in learning. Hence, this study intends to propose a BL model and
evaluate its effectiveness as well as the students‟ satisfaction levels to improve their
IELTS speaking performance in an action research project in an IELTS speaking
class.
1.2. Aim and objectives of the study:
The purpose of the action research is to evaluate the extent to which the BL
model is significant in improving students‟ IELTS speaking performance in an
intermediate IELTS speaking class and move it to a largely – but not entirely –
digital environment to enhance the quality of the English teaching and learning
process.
The first objective of the study is to describe the newly designed BL model. The
additional goal is to evaluate the effectiveness of such attempt through investigating
the students‟ improvement in IELTS speaking performance by comparing their pretest and post-test scores as well as their satisfaction levels toward the Blended
IELTS speaking course.
In this research, technology-assisted BL is seen as traditional face-to-face learning
environment supported by technology-assisted instructions. In this blend, the
amount of time spent on face-to-face classroom is not affected by online activities,
but remains the same.

1.3. Research questions
Considering this purpose, the study will seek answers to the following
research questions:

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(1) To what extent does the Blended IELTS speaking course significantly affects the
improvement in students‟ IELTS speaking performance?
(2) What are the satisfaction levels of the students toward the blended learning
environment provided for IELTS speaking course (intermediate level)?
1.4. Significance of the study
BL approach has been the most widespread teaching and learning method in
the world recently and seems a routine for IELTS teaching and learning process for
many years. Since the last few decades, the existence and unstoppable
developments of technology especially the Internet have been easily seen in every
aspects of human society. This widespread and accessible way has brought the
convenience of online learning to a growing number of students who attend in elearning courses.
The first contribution of the present study is to provide a BL model for teaching and
learning IELTS speaking through blending a traditional face-to-face class and
online learning environment to enhance the quality of IELTS speaking teaching and
learning process in Vietnam. Hence, this BL model can be applied into a real IELTS
speaking course.
Another possible contribution of this study centers on the shift in educators‟
perspectives towards the effectiveness of implementation of BL procedures into
their IELTS speaking courses in order to determine the changes for improvements
in terms of teaching and learning methods thanks to better understanding the level
to which students express satisfaction with courses delivered through BL model.
Finally, the present research makes a potential contribution to the body of
knowledge of BL in IELTS pedagogy, and provides recommendations for further

research on BL.
1.5. Scope of the study
The purpose of this study is to provide an alternative dimension to learning
environment for teaching and learning IELTS speaking, and assess the educational
effectiveness of the BL model, with reference to the students‟ improvement in their

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IELTS speaking performance and their satisfaction levels with this model in terms
of improvement in their IELTS speaking performance.
The present study is idiosyncratic to IELTS speaking intermediate classes (IELTS
5.5) in the Institute of Equest Education in Hanoi, Vietnam and restricted to the
exposure of a limited number (N: 30) of students as participants. All of the
participants declared that they have an adequate amount of background on the
information technologies and have ample computer skills such as using word
processor or surfing on the Internet. Most of the participants were students at
Vietnamese colleges or universities in Hanoi; some others were working at offices
and a limited number of participants are high school students at several high schools
in Hanoi.
The institution used in the present study, offers all courses in the intermediate
IELTS programs in traditional face-to-face modality. Otherwise, all the technologyassisted resources such as e-mail, Web accounts, Facebook accounts are delivered
by the researcher. However, in this study, the participants particularly students are
encouraged to possess these other resources including wireless internet access, PC,
laptop, video and audio recorder (through smart phone, cell phone) or other internet
tools because the online learning environment is outside the Institute of Equest
Education.
1.6. Organization of the study
The thesis consists of five chapters. The first chapter provides a detailed
introduction to the study by defining BL, and presenting motivation for the study,

its purpose and significance and listing two research questions. Chapter 2 contains a
review of the literature on BL, introducing theoretical background, conceptual
framework, theoretical framework of the study and the theory of IELTS speaking
pedagogy. After that, critical synthesis and summary of related research on BL and
IELTS speaking pedagogy will be touched briefly. Chapter 3 introduces action
research methodology and describes the context, participants, and a detailed
overview of the research procedures, including the data collection methods and

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analysis. Chapter 4 presents and discusses the results for each research question and
Chapter 5 summarizes the results and ends with a discussion of implications and
limitations of the study followed by the final conclusions and recommendations.

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Chapter II: LITERATURE REVIEW
2.1. Introduction
This chapter contains a review of the literature on BL, introducing theoretical
background, conceptual framework, theoretical framework of the study and the
theory of IELTS speaking pedagogy. Last but not least, critical synthesis and
summary of related research on BL and IELTS speaking pedagogy will be touched
briefly.
2.2. IELTS speaking
2.2.1. The IELTS speaking test: an overview
The speaking test lasts for 11 to 14 minutes and is an oral interview between
the candidate and an interviewer. All the speaking tests are recorded for the
purposes of later assessment if there are some questions over the students‟ score. In

addition, recording speaking tests is necessary to record excessive noise outside
during the interview. The speaking test consists of three parts, each of which fulfils
a particular function in terms of interaction pattern, task input and candidate output.
2.2.2. IELTS speaking performance through Performance Descriptors
Speaking performances are evaluated by certificated IELTS examiners who
hold relevant teaching qualifications and are recruited as examiners by the test
institutes and approved by British Council or IDP: IELTS AUSTRALIA. The
detailed performance descriptors have been developedwhich describe spoken
performance at the nine IELTS bands on four analytical subscales (Appendix G). In
each performance descriptor, there is a range of marks from 1.0 to 9.0 equivalent to
9 stated requirements for candidates‟ speaking levels. (IELTS Handbook, 2007)
2.2.2.1. Fluency and coherence in IELTS
This criterion assesses the ability to converse with normal levels of
continuity, rate and effort and to connect ideas and language together to form
coherent, connected speech. The key indicators of fluency are speech rate and
speechcontinuity. Coherence involves logical sequencing of sentences, clear
marking of stages in a discussion, narration or argument, and the use of cohesive

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devices (e.g. connectors, pronouns and conjunctions) within andbetween sentences.
(IELTS Handbook, 2007)
2.2.2.2. Lexical resource in IELTS
Lexical resource is a criterion which aims to assess the variety of vocabulary
the candidate can use and the accuracy with the meanings and attitudes expressed.
The key indicators are the multiplicity of words used, the adequacy and appropriacy
of the words used as well as the appropriate usage of idiomatic expressions and the
ability tocircumlocute with or without noticeable hesitation. (IELTS Handbook,
2007)

2.2.2.3. Grammatical range and accuracy in IELTS
This criterion assesses the candidates‟ range and the accuracy and
appropriate use of grammatical resources. The length and complexity of the spoken
sentence and the appropriate use of subordinate clauses, the range of sentence
structures (especially to move elements around for information focus) are
considered as the key indicators of grammatical range. In addition, the key
indicators of grammatical accuracy are the precision in candidates‟ grammatical
usage in their utterances and the communicative effects of the grammatical errors
made. (IELTS Handbook, 2007)
2.2.2.4. Pronunciation in IELTS
This criterion refers to the ability to produce comprehensible speech to
achieve the speaking test requirements. The key indicators of pronunciation are the
amount of strain created to the listener, the number of speech that is unintelligible,
and the notice ability of La influence. The range of phonological features the
candidate produces is also considered, such as the use of intonation. (IELTS
Handbook, 2007)
2.3. Blended Learning
2.3.1. What is blended learning?
The definitions of BL in language teaching vary, but the most common
definitions are those categorized by Graham, Allen, and Ure (as cited by Bonk,

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2006): (a) Combining instructional modalities (or delivery media), (b) Combining
instructional methods, and (c) Combining online and face-to-face instruction.
The first category which is combining instructional modalities is defined as an
integration of various delivery media. Singh & Reed (2001) states, “[BL is] a
learning program where more than one delivery modeis being used with the
objective of optimizing the learning outcome and costof the program” (2001: 1).

Thomson (2002) supports the idea that BL model utilizes a structured integration of
instructional media which can encompass online-instruction, mentoring/ instructorled support, andvarious sources of information and practice from text and electronic
media (2002: 5).
The second category of definitions is instructional methods, which is defined as a
combination of multiple instructional strategies. This category is supported by some
authors such as Rossett (2002) stating that “BL is the use of two or more distinct
methods of training” (As cited in Graham, Allen & Ure, 2003, Appendix Table I)
and House‟s BL definition as “...training delivered by a combination of methods”
(As cited in Graham, Allen & Ure, 2003, Appendix Table I).
However, according to Graham (2006), the first two definitions are too broad in
such a way that they encompass most instructional environments in which there are
at least two modalities (instructional method and delivery media) included in a
course. Furthermore, as stated by Friesen, N. (2012), “only definitions from 2006
and later are to be considered current” (2012: 1). The first two categories, in
addition, are not appropriate for the present study because of the aforementioned
problem that cannot describe precisely the characteristics and features of the BL
environment.
As suggested by Graham (2006), the final definition, which integrates online and
face-to-face instruction, is the most conventional definition for BL. As cited by
Friesen, N. (2012), Graham (2006) also explains more clearly:
Th[is] working definition … reflects the idea that [blended learning] is the combination of
instruction from two historically separate models of teaching and learning: traditional

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F2F learning systems and distributed learning systems. It also emphasizes the central role
of computer‐based technologies in blended learning. (2012:3).

Mason and Rennie (2006) extend this type of definition to add “other combinations

of technologies, locations orpedagogical approaches” (2006: 12). “BL combines the
best attributes of electronic and traditionalclassroom experiences to present and
reinforce learning” (Al Fiky, 2011: 21-22). Additionally, Friesen, N. (2012) cites
Stacey and Gerbic in his 2009 Introduction to Blended Learning Practices:
“Blended learning can be placed… between fully online and fully face‐to‐face
courses, and one of the definitional issues is where this might be on such a
continuum.” (2012: 4).
This final definition can be implemented into three different ways: providing online
materials similar to the course contents, providing online materials as
supplementary resources, and replacing portions of theface-to-face contents with
online materials. This category totally supports the definition of BL that guides the
present research. According to this definition, BL is the integration of the best
features of both face-to-face and technology-based learning environment, in which
technology-based learning environment are both Internet and non-Internet resources
such as website, email, social network to audio recorder, video recorder…
Friesen, N. (2012) recommends another way to categorize BL definitions. In his
report of defining Blended learning, it is stated that the definitions of „blended
learning‟ have changed over time, but the BL definitions since 2006 have been
regarded current and updated. Therefore, he suggests a definition as follows:
„“Blended learning” designates the range of possibilities presented by combining Internet
and digital media with established classroom forms that require the physical co‐presence
of teacher and students.‟ (2012: 1).

In other words, since 2006, the term „blended learning‟ has been defined as the
integration of traditional face-to-face and „technology - mediated instructional
forms and practices‟ (2012: 1).
On the one hand, Friesen, N. (2012) makes an argument against the 2002-2003
definitions of BL as they were considered to be outdated and could not be used in

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the current contexts. In details, a wide variety of „eclectic definitions‟ from the BL
means:
„1. To combine or mix modes of web‐based technology (e.g., live virtual classroom,
self‐paced instruction, collaborative learning, streaming video, audio, and text) to
accomplish an educational goal.
2. To combine various pedagogical approaches (e.g., constructivism, behaviorism,
cognitivism) to produce an optimal learning outcome with or without instructional
technology.
3. To combine any form of instructional technology (e.g., videotape, CD‐ROM, web‐based
training, film) with face‐to‐face instructor‐led training.
4. To mix or combine instructional technology with actual job tasks in order to create a
harmonious effect of learning and working.‟ (2012: 2)

However, as quoted by Friesen, N. (2012), Driscoll (2003: 1) stated that those
definitions indicated the “untapped potential of blended learning” (2012: 2).
From the year 2006, there has been a change in the utilization of the term BL:
These positions suffer from the problem that they define [blended learning] so
broadly that they encompass virtually all learning systems. One would be hard
pressed to find any learning system [or combination of methods] that did not
involve multiple instructional methods and multiple delivery media. (Graham,
2006: 4)

As outlined by Friesen, N. (2012) in his report, all the terms related to the two
modes of BL are used throughout the period from 2006:
Table 2.1: Opposed Forms, Contexts and Practices in Blended Learning

(2012: 6)

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Blended Learning Forms (updated since 2006)
Staker and Horn (2012) in their report for the Innosite Institute depict four
forms of BL (Figure 2.1) in K-12 environments as follows:
1. “The rotation model,” in which online engagement is combined or rather, embedded,
within a range of face‐to‐face forms of instruction in a cyclical manner;
2. “The flex model, in which multiple students are engaged primarily online, but under the
supervision of a teacher who is physically present;”
3. “The self‐blending model,” in which students choose different courses to take
independently, but do so in a setting where a supervising teacher and other students are
co‐present;
4. “The enriched‐virtual model,” in which online, virtual experiences are seen as being
enriched only periodically through arrangements of physical co‐presence.
(2012: 8‐15)

Figure 2.1: A taxonomy of Blended learning

(2012: 2)

Last but not least, it is rather vital to illustrate BL and how to distinguish between
BL with other types of learning environment such as online learning. The

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„Combining the Options in a Decision Tree‟ designed by Friesen, N. (2012) is a
good process to help orientating the way to define and understand the BL course:
Figure 2.2: Combining the Options in a Decision

(2012: 8)
In conclusion, all the definitions and other terms related to BL which were used in
the present study would follow Friesen‟s viewpoint. That is to say, the researcher
would merely review the literature of BL after the year 2006.

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