Effects of blended language learning on EFL learners' language performance: An activity theory approach

Abstract

AbstractBackgroundDespite a great deal of studies on blended language learning, synthesized empirical evidence of its effects on language performance is still lacking.ObjectivesTo bridge the gap, this study aimed to meta‐analyse the effects of blended language learning on EFL learners' language performance.MethodsDrawing on the framework of AT (Activity Theory), this paper reported results based on a meta‐analysis of the effects of blended language learning on EFL (English‐as‐a‐foreign‐language) learners' language performance with 43 valid effect sizes from 39 experimental and quasi‐experimental studies published during 2000–2021.Results and ConclusionsThe results showed that the overall effect size was significantly moderate for language performance, suggesting that blended language learning is more effective than traditional methods. The moderating effects of AT‐related moderators were analysed. The educational levels, intervention durations, geographic regions and software types were found to be significant moderators, while others did not find a significant moderating effect.ImplicationsThe results also provided some practical insights into the pedagogical implications for teachers, practitioners, and researchers in blended language learning.