Comparing the Effects of Blended Learning on EFL Learners with Different Learning Styles

This study investigates the differential effects of blended learning on English as a Foreign Language (EFL) learners with varying learning style preferences. While blended learning has emerged as a prominent instructional approach in language education, research examining how individual differences in learning styles moderate its effectiveness remains limited. Drawing on the VARK (Visual, Aural, Read/Write, Kinesthetic) model (Fleming, ۱۹۹۵) and Self-Determination Theory, this mixed-methods study explores the interaction between learning style and instructional modality in shaping academic achievement and motivational outcomes. Findings indicate that while blended learning significantly enhances both achievement and motivation across all learning style groups, Visual and Read/Write learners demonstrate greater gains in vocabulary and reading comprehension, whereas Kinesthetic learners face challenges with online engagement. Recent research further confirms that blended learning environments effectively meet diverse student needs through varied instructional methods catering to different learning preferences.The study contributes to personalized language pedagogy by offering evidence-based recommendations for adaptive blended learning design that accommodates diverse learning preferences.

کلیدواژه ها:

Blended learning ، EFL ، learning styles ، VARK model ، academic achievement ، motivation