Investigating the Effect of Blended Learning on Iranian EFL Learners' Autonomy, Self-esteem, and Vocabulary Achievement

Abstract

This study aimed at examining the influence of blended learning on Iranian English as Foreign Language (EFL) learners' autonomy, self-esteem, and vocabulary achievement. To do this, 60 Iranian females intermediate EFL learners were chosen from an institute in Ilam, Iran. Then, the selected participants were divided into two groups; one experimental group (EG) and one control group (CG). Each group contained 30 learners. Afterwards, in three separate sessions, the instruments of learner autonomy, self-esteem, and vocabulary progress were distributed and administered among the participants of both groups. The researchers offered a blended learning teaching framework to the EG to encourage students to utilize the language in and out of the classroom. The target vocabulary was learnt by the learners using blended learning techniques. While the same vocabularies were learned through the face-to-face way of instruction in the CG. After the period of teaching that lasted for 6-weeks, the participants of both groups received the learner autonomy, self-esteem, and vocabulary achievement instruments as post-test. The results demonstrated that instruction through a blended learning approach had a considerable impact on participants' level of autonomy and vocabulary achievement. But the approach had no significant impact on learners' self-esteem. EFL learners, Teachers, and material developers can benefit from the results of the study.

Using blended learning to teach writing to Saudi EFL university students during the COVID-19 pandemic

“…The results also show that a significant number of students agreed or strongly agreed (73.83%) that blended learning promotes the establishment of personal learning plans and goals for writing. These findings are consistent with a study by Aalinezhad, Salehan, and Noroozi (2021) which found that blended learning fosters students' autonomy and goal-setting skills.…”

Attitudes and Perceptions of English as a Foreign Language Students on Blended Learning and Learner Autonomy in a Private University of China

“…Some of them believed that BL was "becoming an external form of EFL teaching, but not meaningful and practical to the EFL learners' needs" (Mike, Interview). To most of the EFL teachers at the university, the online part of BL was only used as a tool to check attendance, initiate classroom activities, assign homework or take quizzes during the EFL class, but not as a resource to develop students' LA capacity by themselves, which contradicts findings by Aalinezhad et al (2021) and Alaidarous & Madini (2016) that BL can greatly enhance LA, classroom interaction and cooperation among EFL learners.…”

“…Studies conducted on EFL learning have shown that the use of a BL approach resulted in increased student autonomy and a greater sense of responsibility toward their learning. The implementation of BL offered an expanded range of educational opportunities within and beyond the traditional classroom setting, thus facilitating the development of LA (Aalinezhad et al, 2021;Alaidarous & Madini, 2016). LA can, thus, be regarded as both a prerequisite and a final goal of effective BL (Chen, 2022;Liu et al, 2022;Wang et al, 2021).…”