The Effect of Blended Learning on EFL Students’ Grammar Performance and Attitudes: An Investigation of Moodle

Abstract

Empowering new generations with technology through employing blended learning approach to teach English as a Foreign Language has been recently investigated by many researchers in various contexts. This mixed-methods study aimed at examining the effects of the blended learning approach on Jordanian EFL learners' grammar performance. The study also aimed at investigating the attitudes of Jordanian EFL learners toward blended learning. To achieve the objectives of the study, it employed a quasi-experimental design (pre and posttests) followed by qualitative interviews. The participants were divided into two groups: experimental and control groups. Among the 28 students in the sample, those in the experimental blended learning group (n=13) were taught using Moodle while those in the control group (n=15) were taught using conventional methods. All the 13 participants in the experimental group were interviewed. The results of the posttest revealed that students in the experimental group outperformed students in the control group. Furthermore, the qualitative analysis results showed that blended learning had a positive impact on the learners' English grammar performance and that they were strongly satisfied and motivated to learn English using similar methods. It is concluded that blended learning could be used as an effective method of teaching English grammar in EFL settings. It is hoped that these results will help the university, faculty, and students to develop the skills necessary for blended learning.

The Role of the Blackboard LMS in EFL Course Delivery During the COVID-19 Pandemic: Investigating Attitudes and Perceptions of Faculty and Students

“…Additionally, other studies show that VLEs with online video and audio tools (e.g., YouTube, Skype), also available via smartphone and tablet applications, have all a positive effect on learning English (Alsulami, 2016;Shafiee, Akbari, & Hajijalili, 2019). These studies and others (Al Bataineh, Banikalef, & Albashtawi, 2019;Dahmash, 2020) found that the nature of individualized 'student-to-computer' interaction promotes self-directed learning and improve attitudes towards learning English in virtual or blended learning environments.…”

Using Google Classroom as a Tool for Teaching and Learning from Perspectives of EFL Teachers and Students in Iraq

“…To achieve the first aim and verify the first hypothesis which states that there is no statistically significant difference at level of significance (0.05) between the mean scores and theoretical mean of the total sample of students, the mean scores and the standard deviations of the instrument were calculated and compared to the theoretical mean. Then by using one sample t-test, the results are found out to be as shown in table (1). Table (1) reveals that the mean score of the total sample response on students' questionnaire is 79.74 with a standard deviation of 13.27.…”

Pelatihan Intermediate English Grammar di English Conversation Club MAN Kota Blitar dengan Menggunakan Metode Blended Learning

“…Hal ini dibuktikan dari peningkatan hasil pencapaian yang cukup meningkat dari pre-test-yang diadakan pada tanggal 2 Agustus 2019 (55.76) menjadi 85.52 pada post-test yang diadakan pada tanggal 17 April 2020. Hasil tersebut mendukung hasil penelitian dari (Al Bataineh et al, 2019) yang melaporkan bahwa metode blended learning efektif untuk meningkatkan pembelajaran grammar siswa, selain itu juga juga senada dengan(Isti'anah, 2017) yang membuktikan bahwa penggunaan metode Blended Learning mampu memberikan hasil yang baik dalam proses pembelajaran grammar dibandingkan dengan metode konvensional. Lebih lanjut hasil pengabdian ini juga selaras dengan (Qindah, 2018) yang mengungkapkan bahwa metode Blended learning mampu memberikan dampak yang positif pada Pecapaian pembelajaran Grammar siswa.…”