Hybrid Learning as a Constructivist Approach to Teach Transactional Learning to EFL Lebanese Students in the Third Cycle of Basic Education

النوع : Mémoire

Despite the sociolinguistic benefits of the Internet, many teenagers in Lebanon, as reflected by parents and teachers complaints, use language on social nets that suffers from code-switching; doing this is becoming a habit that affects their transactional writing. The integration of the Internet and classroom instruction forms a contemporary learning strategy called “blended” or “hybrid” learning, which can be used to improve their transactional writing through the implementation of the constructivist approach. In this action research, grade 7 students at NDL school practice social transactional writing with their teachers and classmates through applying constructivist approach in class and computer-mediated communication (CMC). The teacher creates three simulated situations through Facebook messages sent to grade seven students and they have to write an invitation, acceptance and refusal as a response to the teacher’s messages. All the messages can be read by all the students who form a Facebook group. The students could acquire the rehearsal benefits of the Internet at home in collaboration with teachers and peers to profit from their critical teenage years and acquire written communicative competence in an authentic net-based medium used for transactional writing among teenagers nowadays. The two major objectives of this research are: a) to benefit from Facebook to practice writing informal invitations, acceptances and refusals and to forecast improved writing competence for students who benefit from teacher’s corrections and peer collaboration, and b) to construct a responsive proactive bridge between classroom instruction and the social use of the Internet through CMC using Facebook messages. The data collection consists of a pretest, post test, pre survey, post survey, interviews and the Facebook messages. The quantitative and qualitative analysis of the data reflects an improvement in the sociolinguistic, syntactic, lexical, and grammatical competence of the students in the experimental section.