Efl Students’ Perceived Impacts Of Blended Learning On Their Language Learning Strategies And Achievements

Blended learning is one of the contemporary teaching-learning models that has been widely implemented in many countries. However, many English teachers in various contexts, including those teaching in Indonesia, fail to benefit from this new teaching model as they still depend on conventional face-to-face teaching. Therefore, this study seeks to compare the impacts of the implementation of blended learning versus traditional face-to-face learning at a secondary high school in Langsa, Indonesia. This qualitative case study took place at a junior high school in Langsa, Aceh Province. Semi-structured interviews were conducted with the selected students from the school. The data were analyzed using the general analytic procedure and coded into conceptual themes or the main idea on the basis of the research questions. The findings show students faced some challenges faced by students in terms of networking, lack of learning engagement, learning instruction, material, and method. There were no significant changes in their English language learning strategies in Blended Learning implementation. They used the same strategies in online and face-to-face learning; metacognitive strategy, memory, and social strategies with a small scope. Also, that there is no significant improvement in students’ achievement in blended learning implementation. In conclusion participants of this study preferred traditional learning instead of Blended Learning in their learning process.