Using Blended Learning for Enhancing EFL Prospective Teachers’ Pedagogical Knowledge and Performance

Abstract

The basic objective of the present study is to investigate the effectiveness of using blended learning model in developing EFL prospective teachers' pedagogical knowledge and performance. The study sample included 38 EFL Saudi prospective teachers (fourth-year students) at the Faculty of Education & Arts, University of Tabuk, KSA. To collect the data required, a blended TEFL course, a pedagogical knowledge test, and a pedagogical performance scale were designed and implemented. During the first term of the academic year 2008-2009, the participants were divided into two equal groups in terms of their number, accumulative grade point, and pedagogical knowledge. The first group studied four TEFL units using the traditional face-to-face model, while the second group studied the same four units using the suggested blended learning model. Results of the pedagogical knowledge test revealed that the mean scores of the EFL prospective teachers in the blended group surpassed the mean scores of those who were in the traditional face-to-face group. In addition, there were no significant differences between the two groups in terms of their mean scores on the pedagogical performance scale. The main conclusion was that blended learning model was more effective than face-to-face learning in developing EFL prospective teachers' pedagogical knowledge. However, both blended learning and face-to-face proved to have almost the same effectiveness in developing EFL prospective teachers' pedagogical performance.