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<p style="text-align:justify;">The global COVID-19 pandemic has accelerated the adoption of online learning materials, activities, and interactive tools, both synchronous and asynchronous, to enhance students' educational experiences. This research empirically evaluates the value that Omani university students assign to online learning and teaching, particularly in supporting their face-to-face education within the blended learning framework during the pandemic and beyond. The study used a mixed-methods research design to collect data through quantitative surveys and qualitative interviews. A total of 106 participants from Sohar University completed the survey, and 20 of them were selected for follow-up interviews. The findings indicate that, overall, students expressed satisfaction with the quality of online learning and teaching materials in the blended learning context. However, some students expressed dissatisfaction with the online interaction and teacher feedback. Specifically, the absence of individualised teacher feedback seems to have negatively affected students' motivation to engage in practice activities and discuss them with teachers during face-to-face sessions. The study offers pedagogical insights into effective integration of online technologies in educational programs and the utilisation of online platforms for technology-mediated instruction in higher education.</p>

ltrq.2023.34.05.pdf

Original Research 

ltrq.2023.34.05.xml

Enhancing Blended Learning Quality: Perspectives of Omani University Students During and Beyond the COVID-19 Pandemic

<p style="text-align:justify;">Many institutes conduct extra English classes to allow weaker students to improve their English proficiency and cope with institutions' language demands. The study, therefore, sought to discover English as a Foreign Language (EFL) low-achieving learners' perceptions and motivation toward the English remedial program. The study also investigated the gender difference among the participants regarding the remedial classes. Forty-five Omani elementary-level students were selected as the population of this study. To collect the data, a questionnaire adapted from Salami (2019) was used along with the interview sessions using six open-ended questions. The study's results revealed that Omani students were strongly motivated to enroll in English remedial classes. Moreover, they had positive perceptions toward English remedial courses. The findings also revealed that Omani female students were slightly more interested in English remedial courses. Therefore, the study will significantly motivate teachers and institutions to focus on providing English remedial classes for their low-achieving students.</p>

ltrq.2023.34.03.pdf

ltrq.2023.34.03.xml

EFL Low-Achieving Learners and Effectiveness of Remedial Instruction