HANOI UNIVERSITY

DISTANCE EDUCATION CENTER

A CRITICAL REVIEW OF Strackle, Nguyen, & Nguyen (2023). EFL learners

dropping out of blended language learning classes: A replication of Stracke
(2007).

YOUR NAME:NGUYEN THI KIM QUYNH– ID No.: 0222C0264

Course: Introduction to Research
Instructor: Pham Thanh Binh, MA.
Hanoi, 29th May, 2024
Critical Review: EFL Learners' Attrition in Blended Language Learning
Classes: A Replication of Stracke (2007)

Blended Language Learning (BLL) has gained traction as an educational method,

combining traditional in-person teaching with online components. Despite its
benefits, BLL encounters challenges, notably high dropout rates. This study
replicates Stracke’s (2007) research by investigating dropout causes among EFL
learners in a Vietnamese university, addressing a significant gap in the literature on
Asian educational settings.

Context and Methodology:

Following Stracke (2007), this study employs semi-structured interviews with five
students who discontinued a blended English course after one semester. Such
qualitative methods effectively unveil personal experiences and perceptions,
though the small sample size limits generalizability while offering in-depth insights
into individual cases.

Key Findings:
The study echoes Stracke's earlier observations, identifying critical factors
influencing student retention:

Complementarity and Integration of Components: Seamless integration between

online and in-person elements is vital. Students expressed frustration and confusion
when these components failed to complement each other.
Teacher Support and Feedback: Teacher support and constructive feedback are
pivotal. Consistent engagement and support from teachers keep students motivated.
Interactive Learning Materials: Engaging materials sustain student interest.
Educational resources that are both informative and captivating enhance course
engagement.
Interaction and Relationships: High interaction levels, among both peers and
instructors, are crucial. Positive relationships significantly impact student
satisfaction.
The study underscores the persistent issue of ineffective integration between online
and offline components, mirroring findings from the 2007 study, indicating a
fundamental challenge in BLL course design.

Implications for Pedagogy:

Based on the findings, the study suggests several pedagogical recommendations:

Improved Integration of Course Components: Online and in-person elements

should be integrated thoughtfully to reinforce each other effectively.
Enhanced Teacher Support and Interaction: Robust teacher support and frequent
feedback mitigate student isolation and disengagement.
Development of Engaging Learning Materials: Interactive resources sustain
student interest and reduce dropout rates.
Fostering Positive Relationships: Cultivating strong relationships among students
and teachers creates a supportive learning environment.
Critique and Conclusion:
While insightful, the study's limitations include a small sample size and the
specific cultural context of Vietnam, potentially affecting the findings'
generalizability. Future research could benefit from larger and more diverse
samples and comparative analyses across cultural contexts. Incorporating
quantitative measures alongside qualitative methods could offer a comprehensive
understanding of dropout phenomena.

In conclusion, this replication study underscores persistent challenges in BLL

courses, emphasizing the need for targeted pedagogical strategies to enhance
student retention. Addressing issues such as course component integration, teacher
support, engaging materials, and relationship-building can improve BLL programs,
leading to higher retention rates and better student experiences. This study
contributes to understanding and mitigating dropout rates in BLL contexts,
particularly within Asian educational landscapes.

References
Stracke, E. (2007). A road to understanding: A qualitative study into why learners
drop out of a blended language learning (BLL) environment. ReCALL, 19(1), 57-
78.