An analysis of blended learning activities for learning management systems (LMSs) in efl course books

The aim of this study is to examine the extent to which blended learning activities are incorporated in Learning Management Systems of EFL oriented course books which are Choices Intermediate published by Pearson Education and Aim High Level 3 published by Oxford University Publishing. A detailed checklist including six different subdivisions was implemented in the analysis of the activities presented in the course books' LMSs. The data obtained from the activities were interpreted as "Yes", "No", or "To Some Extent" in terms of the items included in the checklist. The checklist was administered by three different analysers to triangulate the extent of the activities and to avoid some conceptual misunderstandings arising from biased interpretations. A qualitative data analysis method was exploited, especially the descriptive approach. The result of this study revealed that items concerning the evaluation of the overall concept generally scored positively in terms of learning – teaching content, suitability to learners, aims, and achievements, skills, language and interaction. However, some qualities in the LMSs meet the requirements, meet the requirements to some extent, or do not meet at all. Key Words: Blended Learning, Learning Management System, English as a Foreign Language, Face-to-Face Instruction.