Abstract
The paper introduces the findings and results of a quantitative and qualitative study of the use of online technologies and platforms during blended learning classes and their impact on students' performance in learning Business English at Armenian State University of Economics. The current resulted in the fact that we arrived at the conclusion that blended learning has its advantages and disadvantages, but the advantages are prevalent in this case. By the means of blended learning in teaching Business English, lecturers improve their skills in utilizing online websites, online learning resources and tools, online platforms (especially www.nearpod.com) to develop and design effective lessons, to increase student productivity and performance, by developing specially designed lessons, tests, as well as online games in the form of tests. All online tools, resources and platforms that are investigated and introduced in the paper were used on an ongoing basis during our teaching practices and justified the hypothesis that was aimed to be tested and justified. As a result of the study, through the utilization of online platforms and resources and their implementation in blended learning settings as well as be the means of diagnostic, progress and final tests, we have identified that the knowledge has doubled among students studying the subject (in our case, Business English) in a blended mode of learning.
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