Blended learning systems in EFL classes at K-12 level: An action research

Blended learning is considered as an education system that is claimed to prepare learners for a rapidly changing and complex world. There is a need for studies at all levels that consider blended learning as a system. The aim of this research is to investigate how blended learning can be applied in foreign language English classes at K-12 level within the framework of complex adaptive blended learning systems. Action research was used in the study. Researcher diary, student reflective diaries, semi-structured interview, observation, document analysis, video recordings, LMS records, telephone messages, blended learning questionnaire, exams, student product/e-product files and evaluation forms were used as data collection tools. Data analysis was performed using descriptive and content analysis. A needs analysis was conducted before the implementation of the action plans. Plans were made according to the findings obtained from the needs analysis. A total of 10 action research cycles were carried out in the study. Blended learning evaluation was conducted by blending the views of 41 students and 21 parents. Positive opinions, challenges encountered and the development of language skills emerged as the main themes in the analysis of the interview data with the students. Satisfaction with the model, continuity of the model and dissemination of the model emerged as themes in the interviews with the parents. It was concluded that the complex adaptive blended learning system could be applied in K12 EFL classes. The study is considered to be a guiding resource for teachers, practitioners, and researchers regarding the theoretical and practical dimensions of blended learning at the K-12 level. Keywords: Blended learning, Complex adaptive blended learning systems, Action research, EFL, K-12.