Tailoring blended instruction to underachieving language learners in order to enhance their productive language skills

Some recent studies pertaining to blended instruction in language learning have demonstrated that blending face-to-face class instruction with online instruction may improve language outcomes as well as learner satisfaction in acquiring a new language. At the same time, some researchers (Neumeier, 2005; Banados, 2006;Picciano, 2009; Goertler, 2012) have claimed that it is essential to define teaching methodologies and the elements of blended instruction according to learner needs. Motivated by these scholars' work, the current dissertation aims to determine whether the implementation of blended instruction in beginner-level English as a Foreign Language (EFL) classes comprised of students repeating this level (also known as "underachievers") would increase their development of productive language skills. This study also considers these learners' self-reflections on their experience with blended instruction in order to recommend some blended instruction parameters that are most supportive of these students' success. In order to assess impact of blended instruction on language-learner improvement, a repeat A1 class (defined according to the Common European Framework of Reference for Languages) in a preparatory EFL program in a public university in Turkey was selected as the sample setting. The sample included twelve prospective engineering students whose enrolment in their programs of study during the following academic year was based on their scores on a midterm and final exam within the preparatory program. Based on the findings of semi-structured surveys and interviews conducted among the participants, the nine- year EFL teaching experience of the researcher, and existing scholarship on blended instruction, a course curriculum was prepared and implemented during a twelve-week period in the 2017-18 Academic Year. To measure the improvement of the participants in terms of their writing and speaking skills, their preparatory school achievement exams were evaluated in terms of language complexity. Their scores were subsequently analysed via SPSS as well as non-parametric Freidman tests and Wilcoxon signed-tests. The results indicated that learners' writing grades, language accuracy, and some sub-components of speaking skills such as task achievement, vocabulary and fluency had increased. In order to collect information regarding students' reflections on their blended instruction experience, weekly forms, semi-structured interviews and classroom discussion all were administered and subsequently analysed via content analysis. The results were organized by theme under the categories of perceived weaknesses and strengths of the blended instruction components.