Abstract
The study aimed at examining the effect of adopting blended learning on Moroccan high school students’ English language proficiency. This has been essentially achieved through relying both on face-to-face classroom interactions and using “Google classroom”, which is a free online learning platform. The researcher opted for a quasi-experimental design to gauge the impact of implementing a blended learning model on the research sample. This study enlisted the participation of 79 Moroccan first-year Baccalaureate students who were divided into two separate but homogenous groups. The experimental group was taught using the blended learning model, and the control group was tutored in a traditional learning environment. The mean scores’ differences of the pre-test and the post-test asserted that, in comparison to the face-to-face learning, the blended learning model adopted was significantly impactful in improving the language proficiency level of the treatment group. However, no significant gender differences were observed in this regard. In essence, this piece of research has placed much emphasis on the idea that the efficient incorporation of ICT, particularly blended learning, into the learning/teaching process can help satisfy students’ needs, increase their motivation, and eventually enhance their language mastery.
Highlights
Much has been written on the disconnect between what the traditional school provides and what millennials, known as “Digital natives”, demand
The priamay purpose of the study was to examine the impact of adopting blended learning, through using Google Classroom, on students’English language proficiency
The study adopted a quasi-experimental design to compare the level of difference in terms of the English language proficiency development between students in a course that has been taught using a blended learning model and those that have been tutored in a face-to-face learning environment
Summary
Much has been written on the disconnect between what the traditional school provides and what millennials, known as “Digital natives”, demand. It has been reported that the educational systems of some, especially developing countries, are still devoted to an arsenal of outdated unappealing teaching techniques and strategies. Many students have developed a sense of repulsion and discontent with the classroom atmosphere. Various are the voices [students, parents, teachers, administrative staff, supervisors] that loudly and incessantly voice out that such schools and classrooms do not live up to the expectations of the mainstakeholders, students. The proper integration of ICT, on the other hand, is said to aid in bridging the gap and bringing the two closer together. Several empirical studies have been undertaken internationally to explore how ICT can help EFL teachers improve their performance and link their teaching practices to the requirements and expectations of their students. The findings suggested that ICT-assisted education can make the teaching-learning environment exciting, inspiring, and entertaining. Its successful incorporation entails a lot of work, a positive mindset, and highly
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