Students’ And Teachers’ Attitudes Towards Blended Learning: The Case Of The Departement Of English At Mouloud Mammeri University Of Tizi Ouzou.

Résumé: The present study aims at investigating the attitudes of master two students from Didactics of Foreign Languages and Language and Communication specialisms and teachers’ attitudes towards Blended Learning in the department of English at Mouloud Mammeri University of Tizi-Ouzou. This study relies on four (04) main objectives. The first one is to uncover the students’ attitudes towards Blended Learning (BL). The Second one is to determine teachers’ attitudes towards BL. The Third one consists in discovering if BL offers flexibility and convenience for students and teachers. The fourth and final objective deals with establishing students’ and teachers’ attitudes towards the integration of Blended Learning into university. To carry out this research, Davis’ (1989) ‘Technology Acceptance Model’ (TAM) has been adopted. This investigation is based on the mixed-methods research, which combines both quantitative and qualitative methods for the collection and analysis of data. In order to gather the required data, a questionnaire has been administered to thirty-five (35) students and a structured interview has been conducted with eleven (11) randomly selected teachers at the department of English. For quantitative data analysis, the Descriptive Statistical method also known as ‘the rule of three’, has been employed to elicit statistical data from the closed-ended questions included in the questionnaire. As for the qualitative data, the Qualitative Content Analysis has been used to analyze and interpret the data obtained from the open-ended questions included in the questionnaire and the interview. According to the findings, the students and teachers of the department of English at Mouloud Mammeri University of Tizi-Ouzou hold a positive attitude towards the Blended Learning method and believe that it is a fruitful method that can ameliorate the teaching/learning process, as it offers the students and teachers flexibility and convenience. It is also concluded that they support the integration of Blended Learning as an official learning/teaching method into university, even though they encounter some obstacles that can restrict the incorporation of the BL method during the academic year (lack of ICTs skills from teachers and students, lack of technological material).

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