EFL learners dropping out of blended language learning classes: A replication of Stracke (2007)

Stracke, E., Nguyen, G.H. & Nguyen, V. (2023). EFL learners dropping out of blended language learning classes: A replication of Stracke (2007). ReCALL FirstView, 1–15.

This report revisits Stracke’s 2007 analysis of reasons language learners dropped out of blended learning classes. The comments of the five learners in the new study reveal that two of the original reasons for dissatisfaction are no longer relevant: a lack of print materials and a dislike of using the computer for language learning. However, the other reason that was significant in 2007 remains important today: the importance of the face-to-face component and the online component complementing each other.

Additional reasons for learner dissatisfaction are included: a lack of teacher support, feedback and guidance; a need for a more learner-centred class; a desire for spontaneous communication in both the face-to-face class and online; a need to build relationships with both teachers and other learners.

The discussion that follows the study information includes a comparison with Stracke’s findings and background to the current findings. the researchers also provide some recommendations to address areas where changes could be made.

The authors emphasize the importance of teachers, relevant teacher training and materials development as they zero in on the obstacles that these learners identified as barriers to their continuing in their program.

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