The Effect of Blended Learning Classroom And Traditional Classroom Approach In Iranian EFL Learners Language Achievement

The purpose of the study was to investigate the effect of blended learning classroom and traditional classroom approach in Iranian EFL learners language achievement. The course book for intermediate language learners entitled American English File ۳ (Oxenden & Latham-Koenig, ۱۹۹۵). And the particular vocabularies were selected from the vocabulary book designed for intermediate language learners entitled Oxford Word Skills (Gairns and Redman, ۲۰۰۸). The participants of this study were ۵۰ learners who were studying at Adyban English language institute in Ahvaz. Their age ranged between ۱۳ and ۱۵ years old. Fifty EFL learners from Adyban Language Institute in Ahvaz were selected. Learners were randomly divided into experimental (N=۲۵) and control (N=۲۵) groups. The experimental group received blended learning as a treatment, In contrast, the control group, as a traditional group, received no treatment. The instrument used a pre-test and post-test design. Data was analyzed through independent samples t-test employed to see if there are significant differences between the experimental and control groups. The statistical method is done through descriptive and inferential statistics through IBM SPSS version ۲۱. The results showed that the experimental group outperformed the control group in the post-test of EFL reading. The researcher concluded that most students enjoyed the blended classroom and believed it supported their learning. Implications suggested the findings of this research can be the effectiveness of using instruction videos to help students learn.

کلیدواژه ها:

Blended Classroom ، Control Group ، Descriptive and Inferential Statistics ، EFL Learners Language ، Experimental Group ، Traditional Classroom