Teachers’ and Students’ Perceptions towards the Implementation Selef- Directed Learning Strategies in Blended Learning

Abstract

Due to technological advancement across all disciplines, Blended Learning was introduced to the field of Foreign Language Teaching as an educational model that combines both online learning and face-to-face learning. This method is assumed to give students the chance to manage their own learning and become self-directed learners. The present study aims at investigating teachers and students perceptions towards the implementation of self-directed learning strategies in Blended Learning. Thus, it is assumed that teachers‟ and students‟ attitudes towards the implementation and use of Self- Directed Learning strategies would be positive. For the sake of reaching the aims out of the study, two questionnaires were used and administered to 20 teachers of 60 of the whole population and 80 third year License Master Doctorate students of 250 of the total population, respectively, at the department of English at Mohammed Seddik Ben Yahia University. The findings revealed that teachers and students perceive this implementation positively. In fact, the integration of Blended Learning program has given students more chance to develop their Self-Directed Learning skills. However the findings revealed a contradiction between teachers‟ and students‟ views on students' capacity to choose the best Self-Directed Learning strategies to employ in Blended Learning. Teachers agreed that students possess average level of learning abilities, and they rely more on certain strategies than others, such as creating a self-studying mindset, while students confirmed that they possess a high level of learning capacities to select the appropriate Self-Directed Learning strategies. Accordingly, both teachers and students are recommended to seek out new techniques such as creating lectures that encourage critical thinking and give a chance for students to raise critical questions that result in a development of their self-directed learning strategies in learning