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August 23, 2019
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August 23, 2019
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August 28, 2019
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Abstract
The aim of the current meta-analysis is to throw the light on the emerging trends of studies that describe the obstacles in the implementation of Learning Management Systems (LMSs) between 2013 and 2017. A meta-analysis of 107 articles which were listed on Education Resources Information Centre (ERIC) and Web of Science (WOS) was employed in the present study. Data on the distribution of studies on LMS were investigated according to the year of publication, the most frequent challenges facing English as a foreign language teachers (EFL) incorporating LMS, research method, design, sample groups, data collecting tools, countries and the number of authors. The results reveal that the highest number of studies (N=40, 37.38%) occurred in 2017 with an upward trend over the five years. The most common obstacle in the implementation of LMS in classrooms was discovered as the lack of teacher training (N=32, 29.91%). Moreover, the most frequently applied research method was the quantitative technique (N=51, 47.66%). The descriptive model (N=32, 29.91%) was found as the most frequent research model. In addition, the most common sample group included undergraduate and graduate students (N=46, 42.99%). The most prominent data collection tool pointed to questionnaires (N=47, 43.93%). According to the results, the most frequent studies took place in China (N=14, 13.08%). There is a growing trend in studies with only one author (N=52, 48.6%). The conclusion states the implications of the current research and recommendations for further research.
Article Details
How to Cite
Terzioglu, Y., & Kurt, M. (2019). A Meta-Analysis Study: Barriers to Learning Management Systems in EFL Classrooms. Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning, 4(2), 189–204. https://doi.org/10.22236/JER_Vol4Issue2pp106-120
References
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Abdallah, A. A., & Morrar, N. M. (2017). Students' attitudes towards Cambridge unlock workbook: English intermediate I Level at Birzeit University. Arab World English Journal, 8(3), 106-118.
Adzharuddin, N. A., & Ling, L. H. (2013). Learning management system (LMS) among university students: Does it work? International Journal of e-Education, e-Business, e-Management and e-Learning, 13(3), 248-252.
Afrin, N. (2014). Integrating computer assisted instruction in the EFL classroom of Bangladesh. IOSR Journal of Humanities and Social Science, 19(11), 69-75.
Ali, J. K. M. (2017). Blackboard as a motivator for Saudi EFL students: A psycholinguistic
study. International Journal of English Linguistics, 7(5), 144-151.
Alkraiji, A., & Eidaroos, A. (2016). Trends and issues in educational technology research in Saudi higher education: A meta-analysis review. Journal of Education and Practice, 7(36), 62-79.
Almaini, Y. (2013). Issues in integrating information technology in learning and teaching EFL: The Saudi experience. Merit Search Journal of Education and Review, 1(5), 107-111.
Al-Kathiri, F. (2015). Beyond the classroom walls: Edmodo in Saudi Secondary school EFL instruction, attitudes and challenges. English Language Teaching, 8(1), 189-204.
Al-Seghayer, K. (2016). ESL/EFL instructors' perceptions of the importance of computer-assisted reading in L2 reading instruction. Theory and Practice in Language Studies, 6(9), 1753-1761.
Alturki, U. T., Aldraiweesh, A., & Athabaska, K. (2016). Evaluating the usability and accessibility of LMS "Blackboard” at King Saud University. Contemporary Issues in Education Research, 9(1), 33-44.
Ary, D., Jacobs, L. C., Sorensen, C., & Razavieh, A. (2010). Introduction to research in education. (8th eds.). Canada: Wadsworth, Cengage Learning.
Basaran, B. C. (2013). Attitudes of EFL teachers and learners towards CALL in Turkey.
Proceedings of the International Conference ICT for Language Learning. Retrieved from http://conference.pixel-online.net/ICT4LL2013/conferenceproceedings.php
Baskaran, L, & Shafeeq, C. P. (2015). ESL teachers' perceptions of CALL integration in ELT. International Journal on Studies in English Language and Literature, 3(5), 63-74.
Balki, R. S. (2010). Learning management system. USA: Lambert Academic Publishing.
Beatty, K. (2010). Teaching and researching computer -assisted language learning (2nd ed.). Malaysia: Pearson Education Limited.
Bervell, B., & Umar, I. N. (2017). A decade of LMS acceptance and adoption research in Sub-Sahara African Higher Education: A systematic review of models, methodologies, milestones and main challenges. EURASIA Journal of Mathematics, Science and Technology Education, 13(11), 7269-7286.
Bing, W. (2017). The college English teaching reform based on MOOC. English Language Teaching, 10(2), 19-22.
Cavus, N., & Alhih, M. S. (2014). Learning management systems use in science education. Procedia - Social and Behavioral Sciences 143, 517 – 520.
Cavus, N. & Zabadi, T. (2014). A comparison of open source learning management systems. Procedia - Social and Behavioral Sciences 143, 521–526.
Charoenwet, S., & Christensen, A. (2016). The effect of Edmodo learning network on students' perception, self-regulated learning behaviors and learning performance. Proceedings of The 10th International Multi-Conference on Society, Cybernetics and Informatics (IMSCI 2016), 297-300.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, mixed method approaches. (4th ed.) London: Sage Publications.
Dashtestani, R. (2014). English as a foreign language: Teachers' perspectives on implementing online instruction in the Iranian EFL context. Research in Learning Technology, 22, 1-15.
Emelyanova, N., & Voronina, E. (2014). Introducing a Learning Management System at a Russian University: Students' and teachers' perceptions. The International Review of Research in Open and Distance Learning, 15(1), 272-289.
Emelyanova, N., & Voronina, E. (2017). Introducing blended learning in the English language classroom: Students' attitudes and perceptions before and after the course. Knowledge Management & E-Learning, 9(1), 33-49.
Erben, T., Bon, R., & Castaneda, M. (2009). Teaching English language learners through technology. New York: Routledge.
Erguvan, D. (2014). Instructors' perceptions towards the use of an online instructional tool in an academic English setting in Kuwait. TOJET: The Turkish Online Journal of Educational Technology, 13(1), 115-130.
Gunduz, N., & Ozcan, D. (2017). Implementation of the Moodle system into EFL classes. Profile: Issues in Teachers' Professional Development, 19 (Suppl. 1), 51-64.
Grönlund, E. N. A.A., & Hatakka, M. (2017). Practices and challenges in an emerging m-learning environment. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 13(1), 103-122.
Jeong, K-O. (2017). Preparing EFL student teachers with new technologies in the Korean context. Computer Assisted Language Learning, 30(6), 488-509.
Kwok, V. H. Y. (2015). Robot vs. human teacher: Instruction in the digital age for ESL learners. English Language Teaching, 8(7), 157-163.
Lai, A, & Savage, P. (2013). Learning Management Systems and principles of good teaching: Instructor and student perspectives. Canadian Journal of Learning and Technology, 39(3), 1-21.
Lamy, M-N, & Hampel, R. (2007). Online communication in language learning and teaching. New York: Palgrave Macmillan.
Liangxing, L. (2017). An empirical analysis of Chinese college learners' obstacles to MOOC learning in an English context. English Language Teaching, 10(3), 136-150.
Lin, T-J, & Lan, Y-J. (2015). Language learning in virtual reality environments: Past, present, and future. Educational Technology & Society, 18 (4), 486–497.
Mehran, P., Alizadeh, M., Koguchi, I., & Takemura, H. (2017b). Designing and developing a blended course: Toward best practices for Japanese learners. In K. Borthwick, L. Bradley & S. Thouí«sny (Eds), CALL in a climate of change: Adapting to turbulent global conditions – short papers from EUROCALL 2017 (pp. 205-210). Research-publishing.net. https://doi.org/10.14705/rpnet.2017.eurocall2017.714
Mohammed, M. I. (2015). The perceptions of students and teachers about the benefits of and barriers to technology aided EFL. Journal of Literature, Languages and Linguistics, 13, 85-99.
Osguthorpe, R. T., & Graham, C. R. (2003). Blended learning environments: Definitions and directions. The Quarterly Review of Distance Education, 4, 227–233.
Pareja-Lora, A., Calle-Martínez, C, & Rodríguez-Arancón, P. (Eds.). (2016). New perspectives on teaching and working with languages in the digital era. Dublin: Research-publishing.net.
Pechenkina, E, & Aeschliman, C. (2017). What do students want? Making sense of student preferences in technology-enhanced learning. Contemporary Educational Technology, 8(1), 26-39.
Pumjarean, W., Muangnakin, P., & Tuntinakhongul, A. (2017). The development of blended e-learning using Moodle's LMS for EFL grammatical and writing instruction for first-year students in the English major. Journal of Education and Social Sciences, 7(1), 81-89.
Pina, A. A. (2010). An overview of LMS. In Y. Kats, (Ed.). Technologies and software solutions for online teaching: Tools and applications. (pp. 1-19). New York: Information Science Reference.
Rahman, M. N. A., Zamri, S. N. A. S., & Eu, L. K. (2017). A meta-analysis study of satisfaction and continuance intention to use educational technology. International Journal of Academic Research in Business and Social Sciences, 7(4), 1059-1072.
Rymanova, I., Baryshnikov, N., & Grishaeva, A. (2015). E-course based on the LMS Moodle for English language teaching: Development and implementation of results. Procedia - Social and Behavioral Sciences 206, 236–240.
Sanmuganathan, K. (2013). Integration of CALL with traditional classroom pedagogy in teaching English as a second language to the students of the University of Jaffna. Proceedings of the The European Conference on Technology in the Classroom, Brighton, UK.
Sayfouri, N. (2016). Evaluation of the learning management system using students' perceptions. Medical Journal of the Islamic Republic of Iran (MJIRI), 30(460), 1-10.
Scott, C. N. (2015). The futures of learning 3: What kind of pedagogies for the 21st century? UNESCO Education Research and Foresight, Paris. [ERF Working Papers Series, 15].
Smet, C. D., Valcke, M., Schellens, T, Wever, B. D., & Vanderlinde, R. (2016). A qualitative study on learning and teaching with learning paths in a learning management system. Journal of Social Science Education, 15(1), 27-37.
Steel, C., & Levy, M. (2009). Creativity and constraint: Understanding teacher beliefs and the use of LMS technologies. Proceedings ascilite Auckland 2009, 1013-1022.
Sun, Y-C., & Yang, F-Y. (2015). I help, therefore, I learn: service learning on Web 2.0 in an EFL speaking class. Computer Assisted Language Learning, 28(3), 202–219.
Thapaliya, M. P. (2014). English teachers' perceptions and practices of information and communication technologies (ICTs) in Kathmandu district, Nepal. International Journal of Academic Research in Education and Review, 2(10), 251-258. doi: 10.14662/ijarer2014.056
Thouesyn, S, & Bradley, L. (2011). Second language learning and teaching with technology: Views of emergent researchers. Ireland: Research-publishing.net.
Toland, S., White, J., Mills, D, & Bolliger, D. U. (2014). EFL instructors' perceptions of usefulness and ease of use of the LMS Manaba. JALT-CALL Journal, 10(3), 221-236.
Wangru, C. (2016). A case study of college students' attitudes toward computer-aided language learning. Higher Education Studies, 6(3), 1-10.
Williams, D. & Whiting, A. (2016). Exploring the relationship between student engagement, Twitter, and a learning management system: A study of undergraduate marketing students. International Journal of Teaching and Learning in Higher Education, 28(3), 302-313.
Zumor, A. W. Q. A., Refaai, I. K. A., Eddin, E. A. B., & Al-Rahman, F. H. A. (2013). EFL students' perceptions of a blended learning environment: Advantages, limitations and suggestions for improvement. English Language Teaching, 6(10), 95-110.
References
Abdallah, A. A., & Morrar, N. M. (2017). Students' attitudes towards Cambridge unlock workbook: English intermediate I Level at Birzeit University. Arab World English Journal, 8(3), 106-118.
Adzharuddin, N. A., & Ling, L. H. (2013). Learning management system (LMS) among university students: Does it work? International Journal of e-Education, e-Business, e-Management and e-Learning, 13(3), 248-252.
Afrin, N. (2014). Integrating computer assisted instruction in the EFL classroom of Bangladesh. IOSR Journal of Humanities and Social Science, 19(11), 69-75.
Ali, J. K. M. (2017). Blackboard as a motivator for Saudi EFL students: A psycholinguistic
study. International Journal of English Linguistics, 7(5), 144-151.
Alkraiji, A., & Eidaroos, A. (2016). Trends and issues in educational technology research in Saudi higher education: A meta-analysis review. Journal of Education and Practice, 7(36), 62-79.
Almaini, Y. (2013). Issues in integrating information technology in learning and teaching EFL: The Saudi experience. Merit Search Journal of Education and Review, 1(5), 107-111.
Al-Kathiri, F. (2015). Beyond the classroom walls: Edmodo in Saudi Secondary school EFL instruction, attitudes and challenges. English Language Teaching, 8(1), 189-204.
Al-Seghayer, K. (2016). ESL/EFL instructors' perceptions of the importance of computer-assisted reading in L2 reading instruction. Theory and Practice in Language Studies, 6(9), 1753-1761.
Alturki, U. T., Aldraiweesh, A., & Athabaska, K. (2016). Evaluating the usability and accessibility of LMS "Blackboard” at King Saud University. Contemporary Issues in Education Research, 9(1), 33-44.
Ary, D., Jacobs, L. C., Sorensen, C., & Razavieh, A. (2010). Introduction to research in education. (8th eds.). Canada: Wadsworth, Cengage Learning.
Basaran, B. C. (2013). Attitudes of EFL teachers and learners towards CALL in Turkey.
Proceedings of the International Conference ICT for Language Learning. Retrieved from http://conference.pixel-online.net/ICT4LL2013/conferenceproceedings.php
Baskaran, L, & Shafeeq, C. P. (2015). ESL teachers' perceptions of CALL integration in ELT. International Journal on Studies in English Language and Literature, 3(5), 63-74.
Balki, R. S. (2010). Learning management system. USA: Lambert Academic Publishing.
Beatty, K. (2010). Teaching and researching computer -assisted language learning (2nd ed.). Malaysia: Pearson Education Limited.
Bervell, B., & Umar, I. N. (2017). A decade of LMS acceptance and adoption research in Sub-Sahara African Higher Education: A systematic review of models, methodologies, milestones and main challenges. EURASIA Journal of Mathematics, Science and Technology Education, 13(11), 7269-7286.
Bing, W. (2017). The college English teaching reform based on MOOC. English Language Teaching, 10(2), 19-22.
Cavus, N., & Alhih, M. S. (2014). Learning management systems use in science education. Procedia - Social and Behavioral Sciences 143, 517 – 520.
Cavus, N. & Zabadi, T. (2014). A comparison of open source learning management systems. Procedia - Social and Behavioral Sciences 143, 521–526.
Charoenwet, S., & Christensen, A. (2016). The effect of Edmodo learning network on students' perception, self-regulated learning behaviors and learning performance. Proceedings of The 10th International Multi-Conference on Society, Cybernetics and Informatics (IMSCI 2016), 297-300.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, mixed method approaches. (4th ed.) London: Sage Publications.
Dashtestani, R. (2014). English as a foreign language: Teachers' perspectives on implementing online instruction in the Iranian EFL context. Research in Learning Technology, 22, 1-15.
Emelyanova, N., & Voronina, E. (2014). Introducing a Learning Management System at a Russian University: Students' and teachers' perceptions. The International Review of Research in Open and Distance Learning, 15(1), 272-289.
Emelyanova, N., & Voronina, E. (2017). Introducing blended learning in the English language classroom: Students' attitudes and perceptions before and after the course. Knowledge Management & E-Learning, 9(1), 33-49.
Erben, T., Bon, R., & Castaneda, M. (2009). Teaching English language learners through technology. New York: Routledge.
Erguvan, D. (2014). Instructors' perceptions towards the use of an online instructional tool in an academic English setting in Kuwait. TOJET: The Turkish Online Journal of Educational Technology, 13(1), 115-130.
Gunduz, N., & Ozcan, D. (2017). Implementation of the Moodle system into EFL classes. Profile: Issues in Teachers' Professional Development, 19 (Suppl. 1), 51-64.
Grönlund, E. N. A.A., & Hatakka, M. (2017). Practices and challenges in an emerging m-learning environment. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 13(1), 103-122.
Jeong, K-O. (2017). Preparing EFL student teachers with new technologies in the Korean context. Computer Assisted Language Learning, 30(6), 488-509.
Kwok, V. H. Y. (2015). Robot vs. human teacher: Instruction in the digital age for ESL learners. English Language Teaching, 8(7), 157-163.
Lai, A, & Savage, P. (2013). Learning Management Systems and principles of good teaching: Instructor and student perspectives. Canadian Journal of Learning and Technology, 39(3), 1-21.
Lamy, M-N, & Hampel, R. (2007). Online communication in language learning and teaching. New York: Palgrave Macmillan.
Liangxing, L. (2017). An empirical analysis of Chinese college learners' obstacles to MOOC learning in an English context. English Language Teaching, 10(3), 136-150.
Lin, T-J, & Lan, Y-J. (2015). Language learning in virtual reality environments: Past, present, and future. Educational Technology & Society, 18 (4), 486–497.
Mehran, P., Alizadeh, M., Koguchi, I., & Takemura, H. (2017b). Designing and developing a blended course: Toward best practices for Japanese learners. In K. Borthwick, L. Bradley & S. Thouí«sny (Eds), CALL in a climate of change: Adapting to turbulent global conditions – short papers from EUROCALL 2017 (pp. 205-210). Research-publishing.net. https://doi.org/10.14705/rpnet.2017.eurocall2017.714
Mohammed, M. I. (2015). The perceptions of students and teachers about the benefits of and barriers to technology aided EFL. Journal of Literature, Languages and Linguistics, 13, 85-99.
Osguthorpe, R. T., & Graham, C. R. (2003). Blended learning environments: Definitions and directions. The Quarterly Review of Distance Education, 4, 227–233.
Pareja-Lora, A., Calle-Martínez, C, & Rodríguez-Arancón, P. (Eds.). (2016). New perspectives on teaching and working with languages in the digital era. Dublin: Research-publishing.net.
Pechenkina, E, & Aeschliman, C. (2017). What do students want? Making sense of student preferences in technology-enhanced learning. Contemporary Educational Technology, 8(1), 26-39.
Pumjarean, W., Muangnakin, P., & Tuntinakhongul, A. (2017). The development of blended e-learning using Moodle's LMS for EFL grammatical and writing instruction for first-year students in the English major. Journal of Education and Social Sciences, 7(1), 81-89.
Pina, A. A. (2010). An overview of LMS. In Y. Kats, (Ed.). Technologies and software solutions for online teaching: Tools and applications. (pp. 1-19). New York: Information Science Reference.
Rahman, M. N. A., Zamri, S. N. A. S., & Eu, L. K. (2017). A meta-analysis study of satisfaction and continuance intention to use educational technology. International Journal of Academic Research in Business and Social Sciences, 7(4), 1059-1072.
Rymanova, I., Baryshnikov, N., & Grishaeva, A. (2015). E-course based on the LMS Moodle for English language teaching: Development and implementation of results. Procedia - Social and Behavioral Sciences 206, 236–240.
Sanmuganathan, K. (2013). Integration of CALL with traditional classroom pedagogy in teaching English as a second language to the students of the University of Jaffna. Proceedings of the The European Conference on Technology in the Classroom, Brighton, UK.
Sayfouri, N. (2016). Evaluation of the learning management system using students' perceptions. Medical Journal of the Islamic Republic of Iran (MJIRI), 30(460), 1-10.
Scott, C. N. (2015). The futures of learning 3: What kind of pedagogies for the 21st century? UNESCO Education Research and Foresight, Paris. [ERF Working Papers Series, 15].
Smet, C. D., Valcke, M., Schellens, T, Wever, B. D., & Vanderlinde, R. (2016). A qualitative study on learning and teaching with learning paths in a learning management system. Journal of Social Science Education, 15(1), 27-37.
Steel, C., & Levy, M. (2009). Creativity and constraint: Understanding teacher beliefs and the use of LMS technologies. Proceedings ascilite Auckland 2009, 1013-1022.
Sun, Y-C., & Yang, F-Y. (2015). I help, therefore, I learn: service learning on Web 2.0 in an EFL speaking class. Computer Assisted Language Learning, 28(3), 202–219.
Thapaliya, M. P. (2014). English teachers' perceptions and practices of information and communication technologies (ICTs) in Kathmandu district, Nepal. International Journal of Academic Research in Education and Review, 2(10), 251-258. doi: 10.14662/ijarer2014.056
Thouesyn, S, & Bradley, L. (2011). Second language learning and teaching with technology: Views of emergent researchers. Ireland: Research-publishing.net.
Toland, S., White, J., Mills, D, & Bolliger, D. U. (2014). EFL instructors' perceptions of usefulness and ease of use of the LMS Manaba. JALT-CALL Journal, 10(3), 221-236.
Wangru, C. (2016). A case study of college students' attitudes toward computer-aided language learning. Higher Education Studies, 6(3), 1-10.
Williams, D. & Whiting, A. (2016). Exploring the relationship between student engagement, Twitter, and a learning management system: A study of undergraduate marketing students. International Journal of Teaching and Learning in Higher Education, 28(3), 302-313.
Zumor, A. W. Q. A., Refaai, I. K. A., Eddin, E. A. B., & Al-Rahman, F. H. A. (2013). EFL students' perceptions of a blended learning environment: Advantages, limitations and suggestions for improvement. English Language Teaching, 6(10), 95-110.
Adzharuddin, N. A., & Ling, L. H. (2013). Learning management system (LMS) among university students: Does it work? International Journal of e-Education, e-Business, e-Management and e-Learning, 13(3), 248-252.
Afrin, N. (2014). Integrating computer assisted instruction in the EFL classroom of Bangladesh. IOSR Journal of Humanities and Social Science, 19(11), 69-75.
Ali, J. K. M. (2017). Blackboard as a motivator for Saudi EFL students: A psycholinguistic
study. International Journal of English Linguistics, 7(5), 144-151.
Alkraiji, A., & Eidaroos, A. (2016). Trends and issues in educational technology research in Saudi higher education: A meta-analysis review. Journal of Education and Practice, 7(36), 62-79.
Almaini, Y. (2013). Issues in integrating information technology in learning and teaching EFL: The Saudi experience. Merit Search Journal of Education and Review, 1(5), 107-111.
Al-Kathiri, F. (2015). Beyond the classroom walls: Edmodo in Saudi Secondary school EFL instruction, attitudes and challenges. English Language Teaching, 8(1), 189-204.
Al-Seghayer, K. (2016). ESL/EFL instructors' perceptions of the importance of computer-assisted reading in L2 reading instruction. Theory and Practice in Language Studies, 6(9), 1753-1761.
Alturki, U. T., Aldraiweesh, A., & Athabaska, K. (2016). Evaluating the usability and accessibility of LMS "Blackboard” at King Saud University. Contemporary Issues in Education Research, 9(1), 33-44.
Ary, D., Jacobs, L. C., Sorensen, C., & Razavieh, A. (2010). Introduction to research in education. (8th eds.). Canada: Wadsworth, Cengage Learning.
Basaran, B. C. (2013). Attitudes of EFL teachers and learners towards CALL in Turkey.
Proceedings of the International Conference ICT for Language Learning. Retrieved from http://conference.pixel-online.net/ICT4LL2013/conferenceproceedings.php
Baskaran, L, & Shafeeq, C. P. (2015). ESL teachers' perceptions of CALL integration in ELT. International Journal on Studies in English Language and Literature, 3(5), 63-74.
Balki, R. S. (2010). Learning management system. USA: Lambert Academic Publishing.
Beatty, K. (2010). Teaching and researching computer -assisted language learning (2nd ed.). Malaysia: Pearson Education Limited.
Bervell, B., & Umar, I. N. (2017). A decade of LMS acceptance and adoption research in Sub-Sahara African Higher Education: A systematic review of models, methodologies, milestones and main challenges. EURASIA Journal of Mathematics, Science and Technology Education, 13(11), 7269-7286.
Bing, W. (2017). The college English teaching reform based on MOOC. English Language Teaching, 10(2), 19-22.
Cavus, N., & Alhih, M. S. (2014). Learning management systems use in science education. Procedia - Social and Behavioral Sciences 143, 517 – 520.
Cavus, N. & Zabadi, T. (2014). A comparison of open source learning management systems. Procedia - Social and Behavioral Sciences 143, 521–526.
Charoenwet, S., & Christensen, A. (2016). The effect of Edmodo learning network on students' perception, self-regulated learning behaviors and learning performance. Proceedings of The 10th International Multi-Conference on Society, Cybernetics and Informatics (IMSCI 2016), 297-300.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, mixed method approaches. (4th ed.) London: Sage Publications.
Dashtestani, R. (2014). English as a foreign language: Teachers' perspectives on implementing online instruction in the Iranian EFL context. Research in Learning Technology, 22, 1-15.
Emelyanova, N., & Voronina, E. (2014). Introducing a Learning Management System at a Russian University: Students' and teachers' perceptions. The International Review of Research in Open and Distance Learning, 15(1), 272-289.
Emelyanova, N., & Voronina, E. (2017). Introducing blended learning in the English language classroom: Students' attitudes and perceptions before and after the course. Knowledge Management & E-Learning, 9(1), 33-49.
Erben, T., Bon, R., & Castaneda, M. (2009). Teaching English language learners through technology. New York: Routledge.
Erguvan, D. (2014). Instructors' perceptions towards the use of an online instructional tool in an academic English setting in Kuwait. TOJET: The Turkish Online Journal of Educational Technology, 13(1), 115-130.
Gunduz, N., & Ozcan, D. (2017). Implementation of the Moodle system into EFL classes. Profile: Issues in Teachers' Professional Development, 19 (Suppl. 1), 51-64.
Grönlund, E. N. A.A., & Hatakka, M. (2017). Practices and challenges in an emerging m-learning environment. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 13(1), 103-122.
Jeong, K-O. (2017). Preparing EFL student teachers with new technologies in the Korean context. Computer Assisted Language Learning, 30(6), 488-509.
Kwok, V. H. Y. (2015). Robot vs. human teacher: Instruction in the digital age for ESL learners. English Language Teaching, 8(7), 157-163.
Lai, A, & Savage, P. (2013). Learning Management Systems and principles of good teaching: Instructor and student perspectives. Canadian Journal of Learning and Technology, 39(3), 1-21.
Lamy, M-N, & Hampel, R. (2007). Online communication in language learning and teaching. New York: Palgrave Macmillan.
Liangxing, L. (2017). An empirical analysis of Chinese college learners' obstacles to MOOC learning in an English context. English Language Teaching, 10(3), 136-150.
Lin, T-J, & Lan, Y-J. (2015). Language learning in virtual reality environments: Past, present, and future. Educational Technology & Society, 18 (4), 486–497.
Mehran, P., Alizadeh, M., Koguchi, I., & Takemura, H. (2017b). Designing and developing a blended course: Toward best practices for Japanese learners. In K. Borthwick, L. Bradley & S. Thouí«sny (Eds), CALL in a climate of change: Adapting to turbulent global conditions – short papers from EUROCALL 2017 (pp. 205-210). Research-publishing.net. https://doi.org/10.14705/rpnet.2017.eurocall2017.714
Mohammed, M. I. (2015). The perceptions of students and teachers about the benefits of and barriers to technology aided EFL. Journal of Literature, Languages and Linguistics, 13, 85-99.
Osguthorpe, R. T., & Graham, C. R. (2003). Blended learning environments: Definitions and directions. The Quarterly Review of Distance Education, 4, 227–233.
Pareja-Lora, A., Calle-Martínez, C, & Rodríguez-Arancón, P. (Eds.). (2016). New perspectives on teaching and working with languages in the digital era. Dublin: Research-publishing.net.
Pechenkina, E, & Aeschliman, C. (2017). What do students want? Making sense of student preferences in technology-enhanced learning. Contemporary Educational Technology, 8(1), 26-39.
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