Abstract
This study aimed at examining the influence of blended learning on Iranian English as Foreign Language (EFL) learners' autonomy, self-esteem, and vocabulary achievement. To do this, 60 Iranian females intermediate EFL learners were chosen from an institute in Ilam, Iran. Then, the selected participants were divided into two groups; one experimental group (EG) and one control group (CG). Each group contained 30 learners. Afterwards, in three separate sessions, the instruments of learner autonomy, self-esteem, and vocabulary progress were distributed and administered among the participants of both groups. The researchers offered a blended learning teaching framework to the EG to encourage students to utilize the language in and out of the classroom. The target vocabulary was learnt by the learners using blended learning techniques. While the same vocabularies were learned through the face-to-face way of instruction in the CG. After the period of teaching that lasted for 6-weeks, the participants of both groups received the learner autonomy, self-esteem, and vocabulary achievement instruments as post-test. The results demonstrated that instruction through a blended learning approach had a considerable impact on participants' level of autonomy and vocabulary achievement. But the approach had no significant impact on learners' self-esteem. EFL learners, Teachers, and material developers can benefit from the results of the study.
Highlights
1 The contemporary era is distinguished by rapid changes as a result of scientific and technological developments, including information technology
The results demonstrated that instruction through a blended learning approach had a considerable impact on participants' level of autonomy and vocabulary achievement
The purpose of this study is to look at the impact of blended learning on the autonomy, self-esteem, and vocabulary development of Iranian English as Foreign Language (EFL) learners
Summary
1 The contemporary era is distinguished by rapid changes as a result of scientific and technological developments, including information technology Keeping up with these changes is crucial in the educational system to overcome issues that may occur as a result of them, such as wider coverage of the knowledge and an increase in the number of learners, along with instructor failures. These technological advancements brought in a plethora of modern learning processes and teaching, such as e-learning and blended learning, in studies and self-advancement domains (Mousa & Mubarak, 2005), as well as an uprising in digital technologies, which has turned the world into a global village. The results indicated that the learners who received the content of learning via the blended learning approach outperformed the group of learners who received the content of learning traditionally
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Linguistics, Literature and Translation
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
