EFL Blended-teaching Practice: A Case Study Of VULC

Josemari Cordova

Abstract


University lecturers are faced with challenges of student engagement in EFL classrooms. The distractions caused by the use of smartphones and other electronic devices are issues that need not only be addressed but also maximized in the delivery of lessons. Hence, this case study was undertaken to examine the blended-teaching practices of Vongchavalitkul University Language Center (VULC) lecturers, specifically the use Google Classroom. It also examined the digital devices used, the different educational applications integrated in Google, and the frequency of using the different applications were descriptively analyzed. In addition, the lecturers’ opinions in the blended teaching were also discussed. The use of mobile devices in classroom teaching will be part of the future EFL curriculum. This implies that teaching outside the designated lecture hour is part of blended-learning environment. It was found that VULC lecturers have not fully utilized most of Google Apps for Education and other digital applications in their blended teaching.


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References


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