University EFL students’ experiences when facing blended learning environments

Abstract

This qualitative research classified as descriptive and interpretive from noncanonical understanding about educational research aimed at analyzing university EFL students’ academic life stories regarding their experiences during the transition from traditional learning environments to a blended one. This study was developed in a private university in Bogotá, Colombia. Participants were five EFL university students attending a fourth level English course. Data collection methods were written narratives and semi-structured interviews. Data analysis led us to the construction of three categories and subcategories namely, the genesis of teaching processes, critical voices around EFL and digital technology, together with the transition from stone age to knowledge society. Findings suggest that social presence, teacher’s role, ethics behind blended learning, identity in the knowledge society and digital exile might be further dimensions of EFL learning experience to consider. Interestingly, learners seemed to challenge the usual or generalizing premises about different moments of the learning transition. This means dependent on teachers in both learning environments, traditional and blended, their perceptions about EFL books and online platforms might vary depending whether they are digital natives or immigrants. Planned obsolescence affects directly learners who take courses on blended learning. Finally, online platforms are easy to be developed by people who are not taking the EFL course due to lack of interest and time.