Blended learning: Barriers and drawbacks for English language lecturers at Vietnamese universities
Blended learning: Barriers and drawbacks for English language lecturers at Vietnamese universities
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混合式学习：越南大学英语讲师的障碍和缺点
DOI：
10.1177/20427530211048235
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发表时间：
2021
影响因子：
1.9
通讯作者：
N. Johnson
中科院分区：
文献类型：
--
作者：
Thi Nguyet Le;B. Allen;N. Johnson
尽管混合学习（BL）已成为21世纪高等教育中最主要的交付模式之一，但在越南大学中使用BL进行英语教学存在明显的障碍和缺陷。本研究报告了对30名来自越南两个主要城市的10所不同大学的英语作为外语（EFL）讲师进行的半结构化访谈，研究了BL的使用情况。调查结果显示，英语讲师确定了成功实施基础英语的八组障碍和四组缺陷。最重要的障碍包括：缺乏基础设施和技术、制度性政策和支持；缺乏使用BL的知识、经验和投入；缺乏技术能力和信息技术（IT）技能，缺乏在课堂上使用基于网络的技术和在线资源的教学时间。同时，最关键的缺点是：讲师的工作量大，对BL的使用效率低，耗时长，缺乏动力。作者指出了造成这些障碍和缺点的潜在因素，并对如何通过对政策和实践进行建设性的改变来有效解决其中一些问题提出了建议。
Although blended learning (BL) has emerged as one of the most dominant delivery modes in higher education in the 21st century, there are notable barriers and drawbacks in using BL for English language teaching and learning in Vietnamese universities. This study reports on research into the use of BL, conducted through semi-structured interviews with 30 English as a Foreign Language (EFL) lecturers from 10 different universities across the two major cities of Vietnam. The findings revealed that EFL lecturers identified eight groups of barriers and four groups of drawbacks to the successful implementation of BL. The most significant barriers included: lack of infrastructure and technology, institutional policies and support; lack of knowledge, experience and investment in using BL; lack of technological competence and information technology (IT) skills and lack of teaching time to employ web-based technologies and online resources in classrooms. Meanwhile, the most crucial drawbacks were: lecturers’ workload, ineffective use of BL, time consumption and demotivation. The authors point to the underlying factors contributing to these barriers and drawbacks and make implications for how some of these can be effectively addressed through constructive changes to policy and practice.