The Impact of Blended Learning Environments Based on Online Platforms on EFL Learners' Motivation and Academic Achievement

The integration of technology into language education has led to the emergence of blended learning as a prominent pedagogical approach, particularly in English as a Foreign Language (EFL) contexts. This study aimed to investigate the impact of blended learning environments utilizing online platforms on EFL learners' motivation and academic achievement. A quasi-experimental design was employed with a sample of ۶۰ intermediate-level EFL learners divided into an experimental group (n=۳۰) receiving blended instruction through a combination of face-to-face classes and the Edmodo platform, and a control group (n=۳۰) receiving conventional classroom instruction. Data were collected using the Attitude/Motivation Test Battery (AMTB) developed by Gardner (۱۹۸۵), researcher-made achievement tests, and semi-structured interviews. Quantitative data were analyzed through independent samples t-tests and ANCOVA, while qualitative data underwent thematic analysis. The findings revealed a statistically significant difference (p < .۰۵) between the two groups, with the blended learning group demonstrating higher levels of both motivation and academic achievement. Specifically, the experimental group showed marked improvement in speaking and reading comprehension skills. The qualitative data indicated that learners perceived the online platform as engaging, flexible, and effective in reducing language learning anxiety. The study concludes that integrating online platforms into traditional EFL instruction can substantially enhance learner motivation and academic performance. Practical implications for curriculum designers, teacher educators, and language policymakers are discussed, alongside recommendations for future research exploring long-term effects and diverse technological tools.

کلیدواژه ها:

Blended learning ، online platforms ، EFL motivation ، academic achievement ، educational technology