Abstract

During the COVID-19 crisis, the shift to remote instruction prompted students to engage in face-to-face, blended, and online learning modalities. This study aims to investigate students' learning perceptions and preferences among the styles above. Employing a quantitative research methodology, the study involved 50 participants from the College of Education for Girls. Results indicate a strong preference for traditional face-to-face learning, followed by blended Learning. Notably, the least favored approach was online Learning. This study aims to elucidate the perspectives of students navigating two distinct educational paradigms necessitated by the global pandemic juxtaposed against traditional face-to-face instruction. The objective is to delineate insights that can inform the development of pedagogical frameworks aligned with optimal teaching and learning practices. By discerning students' viewpoints and preferences, synthesizing guidelines from their feedback and educators' experiences, and formulating a tailored instructional model attuned to students' requirements, the endeavor seeks to enhance the efficacy of the teaching and learning process.
The paper ties to answer the following research questions:
1. Which model is most preferred by students between face-to-face learning, blended Learning, and Online Learning?
2. Which model is the best among the three models for learning the English language?