Abstract:
ABSTRACT
This study taps the English learners' interest in and attitudes toward the use of technology in English literature
classes. It also investigates the influence of integrating the blended learning approach on the English literature
students' learning and on the changes in their attitudes and behavior toward computer technology usage.
Questionnaires as well as the recordings on the platform dedicated to the course were employed to gather the
required data. The Modular Object-Oriented Dynamic Learning Environment (MOODLE) platform had been
used as a tool for applying the experiment. In addition, the online program; the Text Content Analyzer had been
used to analyze the learners' participations on the forum.
The results showed the learners' positive attitudes toward using CT in learning English literature courses. They
also highlighted the main obstacles impeding application, and the proper strategies that could be taken into
consideration for efficient integration of CT components in the learning process. The results also showed the
effectiveness of using the BL in the American Literature Course for developing and improving the learners'
performance in quantity and quality; and its effect on the students' learning and behavior toward using CT.
The early interest in integrating computer technology (CT) into the educational process approximately started in
the 1950s. Yet, from the 1980s forward, the idea started to occupy a noticeable position in research and
application. This in turn has led to significant developments in the educational system as a whole in terms of the
teaching approaches, methodologies, and learning strategies. It has also stimulated more research and
exploration of the potentials of utilizing CT within the teaching-learning process in general, and teaching
languages in particular.
