1. http://dx.doi.org/10.18823/asiatefl.2020.17.4.5.1236
2. Due to the rapid development of information technology in the 2000s, the EFL course curricula in Korean colleges have significantly been reorganized in order to incorporate the benefits of computer-assisted language learning (CALL) or multimedia-assisted language learning (MALL). Korea boasts high-speed internet connection nationwide, making it possible to offer easy internet access for users almost everywhere in the country. This resulted in an explosion of online education and distance learning in Korea. Therefore, according to Cho, Moon, and Lee (1997), multimedia/internet-assisted education setting was gradually incorporated into college English classrooms in Korea as an effective means of improving students’ overall English proficiency. However, there has been little research in previous literature on the longitudinal effect of second language (L2) learning motivation and demotivation of college students taking an English language course where blended learning was applied. Based on the findings, we can conclude that the online-offline blended English learning classes, implemented at the participating university, had a positive influence on promoting students’ self confidence and motivation in speaking and learning English as a foreign language. The current research has an educational implication. The participants’ English learning motivation was maintained for a full academic year in an online-offline blended L2 course. Usually, students’ L2 learning motivation tends to decrease as learning progresses (Kim, 2011, 2012). The balance between online individual study and offline face-to-face interactions resulted in an increase in students’ individual study hours and frequency of English interaction in class.
3. After I read the journal, I got information that a university in Korea who implemented online-offline blended learning is considered more useful for students than just on-site instruction classes. This learning module also shows a high level of satisfaction because it has a statistically positive impact on students' English abilities. With a longitudinal analysis where research is carried out by comparing changes in research subjects after a certain period of time in the long term, we can clearly see changes in motivation, de (motivation), and also confidence in students from beginning to end.
2. Due to the rapid development of information technology in the 2000s, the EFL course curricula in Korean colleges have significantly been reorganized in order to incorporate the benefits of computer-assisted language learning (CALL) or multimedia-assisted language learning (MALL). Korea boasts high-speed internet connection nationwide, making it possible to offer easy internet access for users almost everywhere in the country. This resulted in an explosion of online education and distance learning in Korea. Therefore, according to Cho, Moon, and Lee (1997), multimedia/internet-assisted education setting was gradually incorporated into college English classrooms in Korea as an effective means of improving students’ overall English proficiency. However, there has been little research in previous literature on the longitudinal effect of second language (L2) learning motivation and demotivation of college students taking an English language course where blended learning was applied. Based on the findings, we can conclude that the online-offline blended English learning classes, implemented at the participating university, had a positive influence on promoting students’ self confidence and motivation in speaking and learning English as a foreign language. The current research has an educational implication. The participants’ English learning motivation was maintained for a full academic year in an online-offline blended L2 course. Usually, students’ L2 learning motivation tends to decrease as learning progresses (Kim, 2011, 2012). The balance between online individual study and offline face-to-face interactions resulted in an increase in students’ individual study hours and frequency of English interaction in class.
3. After I read the journal, I got information that a university in Korea who implemented online-offline blended learning is considered more useful for students than just on-site instruction classes. This learning module also shows a high level of satisfaction because it has a statistically positive impact on students' English abilities. With a longitudinal analysis where research is carried out by comparing changes in research subjects after a certain period of time in the long term, we can clearly see changes in motivation, de (motivation), and also confidence in students from beginning to end.