Perceptions and Attitudes of Pre-service English Teachers on Blended Education Practices

Abstract

This two-stage explanatory sequential study aimed to examine the perceptions and attitudes of Hacettepe University English Language Teaching undergraduate program students about blended learning practices and their implementation plans in their service years. In the first phase, students' views were addressed with a scale to compare the effectiveness of blended learning variables. The information obtained from this phase was analyzed in more detail in the second phase. In the second phase, semi-structured interviews were conducted with students to enrich the qualitative results further. The study was conducted with students who had experienced the face-to-face, online, and blended curriculum in the undergraduate English Language Teaching program at Hacettepe University. Participants were selected through a convenience sampling method. The data were analyzed with SPSS software, and the semi-structured interview questions were updated based on the results obtained. The results of this study provide important insights into the development of blended learning. While the findings emphasize a moderate approach to blended teaching methods, they indicate that face-to-face instruction is preferable in terms of implementation.