Foreign Language Students’ Voices on Blended Learning and Fully Online Classes during the COVID-19 Pandemic

Daniel Ginting, Fahmi ., Yusawinur Barella, Andini Linarsih, Beny Hamdani


Due to the restrictions of direct interactions during the pandemic, educational practices have massively and simultaneously shifted to remote teaching. Remote teaching is to some extent often viewed as an ineffective means of instructional delivery. It lacks the kind of interactions between teachers and students that are primarily found in traditional classrooms. In addition to ubiquitous technical hindrances, many educators find students' learning progress hard to monitor in remote teaching. The obstacles in remote teaching have prompted the government and educators to explore the possibilities of holding face-to-face meetings in a blended learning format amid the pandemic. This paper is aimed to present a sketch of students' perceptions of the possibilities of combining face-to-face classes with online learning during a pandemic. Using online surveys for data gathering and descriptive statistics for data analysis, this study found that students’ perception of current emergencies influences their preferred mode of instructional delivery. The students appear to be much more tolerant of numerous hindrances in remote teaching than the potential risks of COVID-19 transmission. Most students in this study preferred fully online learning to blended learning. For them, health is the top priority.

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World Journal of English Language
ISSN 1925-0703(Print)  ISSN 1925-0711(Online)

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