The Effectiveness of Blended E-learning Strategies in English ‎Language Instruction for Lower Secondary School Students ‎ A Case Study of Noshad Gifted and Talented School, Shiraz, Iran‎

This quasi-experimental study examined the effectiveness of blended e-learning strategies in ‎improving English language learning outcomes among lower secondary school students. The ‎intervention integrated smart-board instruction, internet-supported activities, instructional video ‎clips, and a social-media-based class channel to extend learning beyond the traditional classroom. ‎The study population consisted of ۱۰۰ students (Grade ۷) from Noshad Gifted School in Shiraz, ‎distributed across ۴ intact classes. Data were collected using a teacher-made English achievement ‎test administered before and after the intervention, validated questionnaires measuring academic ‎engagement and learning motivation, and structured classroom observations. The results ‎indicated a statistically significant improvement in students’ English achievement after the ‎implementation of the blended e-learning model (p<۰.۰۵). In addition, students in the ‎experimental group showed higher levels of classroom participation and stronger intrinsic ‎motivation compared with the control group. The findings suggest that blended e-learning can ‎create a more interactive, engaging, and continuous learning environment, supporting both ‎academic performance and learner motivation. These results highlight the pedagogical value of ‎systematically integrating digital tools and multimedia resources into English language instruction ‎for lower secondary school learners.‎

کلیدواژه ها:

Blended E-learning ، English Language Teaching ، Educational Technology ، ‎Academic Achievement ، Student Engagement ، Learning Motivation ، Lower Secondary ‎Education ، Gifted School