A Mixed-Methods Study of the Effects of Blended Learning Instruction on EFL Learners’ Vocabulary Learning, Self-Regulated Language Learning, and Anxiety

Blended language instruction (BLI) constitutes an approach that integrates online materials into in-person courses and is likely to ameliorate learners’ engagement and motivation owing to its provision of personalized language learning opportunities. The present study examined the impacts of BLI on EFL learners’ vocabulary knowledge, Self-Regulated Language Learning (SRLL), and Foreign Language Classroom Anxiety (FLCA). To this end, the researchers used an explanatory mixed-methods design to conduct the study. Accordingly, they selected ۴۴ female EFL learners in two intact classes of a language institute as the participants and took advantage of pretests, BLI treatment sessions, and posttests to gather the quantitative data. In addition, semi-structured interviews were used to collect qualitative interview data on the participants’ perspectives on BLI. Independent and paired-samples t-tests along with MANOVA test were used in quantitative data analysis. Moreover, thematic analysis was used to analyze the interview data. The results indicated that BLI ameliorated the participants’ vocabulary acquisition and SRLL and relived their FLCA. Additionally, the participants’ had favorable perspectives on this approach. The study expounds on the implications of the results in foreign language contexts.

کلیدواژه ها:

BLI ، EFL learners ، flipped classrooms ، FLCA ، SRLL