The Perspectives of Low-Achieving Language Learners Regarding Blended Learning as Remedial Assistance

The purpose of this study is to determine how blended learning (BL) might be used as remedial assistance for low-achieving students, who are repeating at the beginning level of English as a foreign language (EFL). In order to make recommendations that will best promote students' success, this qualitative study looks at how students reflect on their experiences with BL. The sample setting was selected from a repeat A1 class of prospective engineering students enrolled in a preparatory program that teaches intense English courses at a Turkish university. The researcher's nine years of teaching and research expertise in the same setting, previous formal and informal feedback from low-achieving students, and the most recent literature were the main sources of shaping the BL design. It was carried out over a period of twelve weeks. Weekly forms, semi-structured interviews, and class discussions were used to collect data on students' reflections, which were then subjected to content analysis. The findings were revealed under the parameters used to define BL, such as mode, sequences of modes, level of integration, and so on. The results showed that students preferred contextualized design that was primarily supported by face-to-face contacts, traditional procedures, and teacher attention and was assisted by the online portion. These results would improve implementation techniques and advance our understanding of low-achieving EFL learners in BL.