The Impact of Blended and Virtual Learning on Willingness to Communicate and Oral Proficiency in Iraqi EFL Learners: A Mixed Methods Study

This study investigated how blended learning (BL) and virtual learning (VL) impacted Iraqi EFL learners' willingness to communicate (WTC) and their oral proficiency. Utilizing a mixed-methods approach, researchers involved ۱۲۰ students from Karbala University, who were randomly assigned to face-to-face, virtual, and blended learning groups. Quantitative data were collected through pre- and post-tests, while qualitative insights were gathered from semi-structured interviews with EFL instructors. Findings revealed that both BL and VL significantly enhanced learners' WTC, with no notable differences between the two methods. However, BL demonstrated greater effectiveness in improving oral proficiency compared to VL. The Iraqi EFL teachers generally expressed positive views toward both teaching methods, with a preference for blended learning. The study concluded that while both approaches offered valuable benefits for EFL instruction, the blended learning emerged as a particularly effective method by combining the strengths of virtual and face-to-face teaching. These results could provide insights for developing effective EFL teaching strategies that utilize various learning modalities.

کلیدواژه ها:

Blended Learning ، EFL ، oral proficiency ، virtual learning ، Willingness to Communicate (WTC) ، Iraqi EFL learners