This study investigated the effect of using blended learning in the “Methods of Teaching English” Course at Dhahran Al-Janoub College of Education, King Khaled University, Kingdom of Saudi Arabia on developing student-teachers' achievement, teaching performance, attitude towards the teaching profession, and attitude towards E-learning. The study used a quasi-experimental design where the experimental group was taught using the blended learning model.The Blackboard 9.1 Learning Management System (LMS) was used for posting announcements, course description, lectures, online resources, videos, handouts, worksheets, assignments, discussion boards and e-tests. Twenty five percent of the lectures were taught online using Elluminate Live virtual classroom which is accompanying the Blackboard LMS. Seventy five percent of the lectures were taught face –to-face in classrooms. The control group was taught using the traditional face-to-face model only with no access to the Blackboard LMS. Results of the study indicated that there were statistically significant differences between the mean scores of the experimental group and the control group at the 0.01 level in favor of the experimental group in both achievement in the “Methods of Teaching English” Course and in the teaching performance. However, no significant differences were found between the two groups in their attitude towards the teaching profession or the attitude towards E-learning.
Key words: Blended Learning, Attitude towards e-learning, Attitude towards teaching, Teaching performance
Published in Studies in Curriculum and Instruction, Egyptian Society for Curricula and Instruction, 191, Feb.,2013, 1-49.
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