A Quasi-experimental Study on the Impact of BlendedLearning on EFL Students’ Language Proficiency

https://doi.org/10.36892/ijlls.v2i3.668

Authors

Keywords:

Blended learning, Face-to-face learning, EFL language proficiecny, Google classroom, Quasi-experimental design

Abstract

The study aimed at examining the effect of adopting blended learning on Moroccan high school students’ English language proficiency. This has been essentially achieved through relying both on face-to-face classroom interactions and using “Google classroom”, which is a free online learning platform.  The researcher opted for a quasi-experimental design to gauge the impact of implementing a blended learning model on the research sample. This study enlisted the participation of 79 Moroccan first-year Baccalaureate students who were divided into two separate but homogenous groups. The experimental group was taught using the blended learning model, and the control group was tutored in a traditional learning environment. The mean scores’ differences of the pre-test and the post-test asserted that, in comparison to the face-to-face learning, the blended learning model adopted was significantly impactful in improving the language proficiency level of the treatment group. However, no significant gender differences were observed in this regard. In essence, this piece of research has placed much emphasis on the idea that the efficient incorporation of ICT, particularly blended learning, into the learning/teaching process can help satisfy students’ needs, increase their motivation, and eventually enhance their language mastery.

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Published

2021-09-30

How to Cite

BENHADJ, Y. (2021). A Quasi-experimental Study on the Impact of BlendedLearning on EFL Students’ Language Proficiency. International Journal of Language and Literary Studies, 3(3), 146–155. https://doi.org/10.36892/ijlls.v2i3.668