Applying blended learning in teaching English language speaking skills among year 3 undergraduate students: opportunities and challenges at the University of Rwanda

Abstract

This study was conducted within the framework of investigating the extent to which applying Blended Learning in teaching English Language can improve speaking skills and opportunities and challenges confronted by year 3 Undergraduate students in order to achieve the intended learning outcomes. The motivation to pursue this research was that the researcher experienced a situation where Masters students were unable to take a module using Blended Learning and that made the researcher suspect that teaching using Blended Learning is a problem. The study was guided by the CABLS (Complex Adaptive Blended Learning System) framework. The research was carried out on a population of 201 students and 4 English Language Lecturers with a sample size of 134 students and 4 Lecturers. Questionnaires, interviews, and classroom observations were used to collect data. The researcher used mixed method research design. The key findings include the one that 94.8% of respondents confirmed that they use Blended Learning to study English especially speaking skills. The second one is that learners enjoy using Blended Learning when studying English Language speaking skills. 86.6% and 9.7 have stated that it has helped them improve their English Language speaking skills. Thirdly, there are opportunities and challenges confronted by the learners when using Blended learning to study English language. Some of the important opportunities is that Blended Learning is seen as an accelerator for teaching English speaking skills, a prompter for ubiquitous learning and it also promotes active engagement of students. Challenges identified include that learners have limited skills in manipulating Blended Learning technological gadgets, unavailability and inaccessibility of technological tools, learners’ reluctance to embrace Blended Learning due to environments and cultural belief and teacher/learner demand on time. Considering the findings, the study recommended the University of Rwanda to adopt Blended Learning in all modules, explore increasing the amount of ICT facilities/computer laboratories accessible on campus and also provide continuous proper training to lecturers and students on different computer skills and the emerging technologies. Secondly, the Ministry of Education should establish policies to support implementation of Blended Learning in Higher Learning Institutions and make sure they are properly implemented